Pietro, outstanding example of redirection and adaptive teaching. By listening and then feeding back information to the student, you were able to change their way of thinking, their behavior and move them forward towards producing the results you modeled within the classroom. Thanks so much for sharing.
James Jackson
I just completed my most challenging class from a discipline perspective that I've had in seven years of teaching. Three of my twelve students were quite disruptive during lecture/demo. They would talk constantly, pass notes around, giggle and do other distracting things. These students were not kids, aged 23-30. I noticed this behavior early into the course. When these behaviors appeared, I would pause for a few moments and look at them pointedly momentarily. It appeared that they got my message and would stop for a short while, only to resume their distracting behaviours a short while later. It got so bad once that in the middle of my lecture I told my class we were taking a 10 minute break. I spoke to the disruptive students during the break and asked them to stop, as it was distracting to myself as well as to classmates who were trying to listen to the lecture. The girls responded that they meant no disrespect, but this is how they learned. They weren't talking about any old thing, but were trying to explain concepts to each other that they were having difficulty understanding. They also said that for them to learn they need to have fun, and commented at how dry some of my lecture material was.
To make a long story shorter, the behaviors never really improved much, even after my discussion with them. To complicate matters more, most of the rest of the class seemed to enjoy their antics, although a few seemed exasperated. The leader of the three students seemed to be a good person, but was very loud and boisterous. She admitted that she was a hands on learner and learned best when she was doing something. Once she self-disclosed this, I would have her come up and assist me at different points during my demo to help keep her occupied. She was also highly energetic, responsible, and a good leader. Many of her classmates looked up to her. So at the end of class I'd put her in charge of the kitchen clean-up, delegating clean-up responsibilities to her classmates, duties which she performed very well.
Overall, I managed this situation poorly. The distractions continued throughout the course. I feel that my poor management shortchanged the learning experiece for the few students who were here truly to learn.
I tried a few techniques learned in this course, such as making deliberate eye contact and speaking to the students about their behavior, but met with limited success. Any suggestions as to what else I could have tried will be appreciated.
I try to use different techniques to maintain order during my lectures. This depends on the make up of the class and the nature of the disruption. I often find that younger students are more responsive when they are directly called out where older students tend to react in a more defensive manner when thaeir behavior is called into question.
The issue of students using phones/the internet/texting has been a on going issue. In the past I have let it go as long as it was not disruptive, However I know now that I would handle it differently. 1. By reminding the students of the school policy at the first day. 2. Handle each case individually.
George, first allow me to say thanks for your service to our country and for the freedoms we enjoy each and every day. Your experience in the military has prepared you well to be an educator. The challenge at times is not having a chain of command within which to manage results and the lack of consistent rules such as the UCMJ to ensure a unified method of treating everyone equally. Students come to us with different strengths and areas of weakness and we must build upon our knowledge of our students to know how best to meet their needs and achieve the desired learning outcomes. Redirecting students back to the primary subject while allowing them some flexibility within which to relate to the topic is an outstanding technique and thanks for sharing with the group.
James Jackson
I have found that silence and a look is most effective. It not only sends a message to the violator, but to the whole class. It eliminates the spoken word that could be taken wrong.
I am retired military, a formal Drill instructor and NCO academy instructor. Although I quickly learned that the civilian sector and military is not that much different. Initially I communicate with my class,school policies and make sure everyone understand what is expected of them. Then I share with them in order to be just a good leader you must be a great follower,and some day,each one if not already, will be a leader.Respect goes up as well as down.I share with them their job is to get an education, and conduct in class reflects the same attitude and habits in the work force. One of the few problems I've had is students going away from the subject, to discuss unrelated or personal things, so I'll have them to tie that experience as it relates to the subject,that usually work.
Bobby, not sure there is much I can add if the students are saying outwardly they are abusing the financial aid process. I would simply do what you are doing and focus on providing the best education possible to those that realize their education is the best way out of their financial situation versus committing a crime and abusing the financial aid laws. Good luck and keep us posted.
James Jackson
I also emphasize respect to my class usually on the first day. I tell them that I respect each of them and in turn deserve respect as well. When it comes to disruptions cause by talking in class I usually stop my lecture. Once they realize I am no longer talking usually they respond appropriately
First I ask them a loaded question" Is everyone in this room over the age of 18?" then when they all say"yes" I then reply" well we have just all told me that you are all adults, I expect all of you to act like adults. If you act like a child I will treat you like a child. respect is a 2 way street"I tell them day 1, I am not your mom or dad. I do not chase you around to get back to class. If you dissapear guess what? I have more of me to go around to the students that actually want to be here, and if you miss something important because you weren't in class when you are supposed to be, go ask someone else, I have already taught it and do not have the time to reteach individually, but if you are here and you genuinley do not understand I am more than happy to help you. I also tell them that I do not deal with disciplinary problems, I will talk to them in private and if it is not resolved I write them up and let managment deal with it. Usually I do not get any grief from students after my day 1 opening act.
During a lecture I had a student that always would comment on everything that I had to say when teaching. At times the comments were way off topic. I decided to come back with "so what your saying is" and relate it to the topic. Very quickly he understood how to respond and when to respond. 1) respond when appropriate and 2) how to respond to the language of the class.
I have found that many times our students have no idea what we are talking about, even if they read all the material they still need to be taught the material in a way that relates to them.
Wow, they just come and go as they please. Perhaps a surprize quiz is in order and when you review it the next day they wonder why their grade is so low :(
Many of the students that I teach are only there to "collect a check". At least that is what they say. It has been very hard to manage a classroom when the student or students do not care what there grade is. While staying on topic for the course objectives, I have also offered some extra credit questions that interest the students. This helps mix it up a little bit and make it fun. It also helps raise the students grades who don't really care, because they start caring when they are interested in the topic. Many of the students are not usually late or miss class. I typically reach out to each of those students individually. I believe this shows them that I care and seems to help with the situation.
Judy, you will want to develop several techniques as no single one will cover all situations. As you develop your different techniques, you will come to rely on those that yield the best overall results. Do not be afraid to try new things as long as they are ethical and do not cause students personal embarrassment.
James Jackson
I have had people talking during my lecture; I paused and made eye contact, expecting them to stop the behavior. I will try using notes and speaking to them individually after class. I will also employ the "I" language.
I also state my expectations at the beginning of a course. They are presented with a postive approach and are clearly defined. I feel it is important that the students know exactly what is expected of them and be able to make decisions based on that.
Charlin, great comments. I would also add that when possible, try to ask questions of the disruptive student and try to get to the root cause of their disruption. At times disruptive students are using the only technique they know to show they are confused and feel out of place in your classroom. This is not the case 100% of the time but a little time spent asking some questions can provide a wealth of information that can better allow you to understand the student and meet their needs.
James Jackson
Dealing with issues calmly and without anger is so important,asking students who are disruptive to leave the class is very effective.
Schnikka, wow that was loud. : - )
Redirecting the energy of a group of students is a very effective tactic to regain control over a classroom. Thanks for sharing.
James Jackson
WHEN MY CLASS GETS UNRULELY, I'LL GIVE THEM A CHALLENGING ASSG, AND IN A FLASH THE WHOLE ROOM IS QUITE>
