Get Your Students Hired
I have had the same experience, I now make sure to follow through with discipline whenever needed.
This was my first quarter in the classroom. Needless to say, the past few months have been a learning curve. Although I can see how the "Buddy" style would be an easy pattern to fall into, I can also see how it would be easy to be the "Controller". I would like to think that I am the "Guide", but I know there are plenty of areas which I can improve on. If I am in a classroom again this quarter (I am normally at clinic site with students), I will better prepare myself for a more structured classroom. Fortunately, I teach core curriculum classes, so I will be much more familiar with my students, as they will with me. Also, chances are I may be teaching a few of the same subjects, so I will also be familiar with the subject flow. I will definitely take some of the things I have learned from this seminar, and implement those things into my classroom. I will also be more conscientious when it comes to being a balanced instructor.
I have learned very quickly that the first day is a crucial time in establishing clear expectations. I have also learned that I shouldn't say something if I am going to waver when it comes to enforcing it. For example, if I say I will confront a student who constantly uses the cellphone, then I must be willing and ready to do it when the time comes!
Over the last four years I have had to seperate myself from the students. I would take a break when the students took breaks and some would sit and talk with me. At a point it felt like they were becoming too friendly with me and looked at me as a friend rather than thier instructor. I had to start taking breaks in areas where the students would not be able to seek me out to talk and this kept our relationship on a student/instructor level instead of becoming the friend they all turned to for advice or to confide in. By doing this the attitude in the classroom returned to us not being overly friendly and feeling as though they might be able to get away with more because I knew more about thier personal lives.
I go over in detail everything that is exspected from as a instructor and from them as students.
One of the areas of improving classroom management is During the classroom orientation, clearly state the expectations and present your rules and polices in a positive way.
I completely agree. It takes time but eventually we do fine tune management of the class.
After 5 years of being an Instructor, I have had the opportunity to observe seasoned Instructors and see how they handle discipline issues, I have found that by addressing the problem in a professional manner immediately, the student that is acting in-appropriately stops the behavior and most of the time they apologize after class ends.
When I first started instructing, I tended to be more of the 'buddy' because I wanted the students to like me. I quickly found out they would like me, but not respect me and my knowledge of the subject. Now during breaks I leave the classroom & do not engage in their conversations & gossip. I am not linked with any student on social media. I have found that it is possible to genuinely care and show concern about them as people outside of the classroom without crossing the line of friend/instructor. This has lead to better conversations and learning environment in the classroom.
I set my rules and expectations in my classroom and the consequences are clearly defined. I treat all my students fairly and equally. I always try to be consistent in enforcing the rules.
I set the expectations on the first day of class and find that I have to remind the students every once in a while.
I have made a list of classroom expectations (rules)that I go over with my class on the first day. This list changes the more experiene that I have in the classroom. I also have them sign a paper saying they know what the rules are and they understand them. This way if a problem arises I can refer them back to the list. It helps us all stay consistent in the disipline of the class. Everyone knows the rules and the consequences.
I try to be very consistant with my class from start to finish. That way the students know what to expect. I feel as though I'm a guide. We discuss issues happening out side of the classroom and I give them insite as to what to expect at the job site.
John, understanding their goals and career paths, we as instructors can use real world discussions to better understand our students. This does not require knowing anything about them personally and it is more about understanding them professionally. I hope this helps.
James Jackson
John, great points. I would also like to add that for some students they feel that such participation is just filling in time that the instructor cannot fill so they come to resent being called upon. My explaining how the learning process can be improved by an understanding of brain function and the actual vocalization of ideas has proven to allow for better retention and understanding then your students will better understand that their participation in class discussions is actually part of the overall learning process.
James Jackson
David, I do tend to agree that some level of being unpredictable can assist in students remaining alert. If your process never changes then students tend to get bored quickly and fall into a pattern they feel is familiar and therefore they do not need to focus has intently. By keeping some level of mystery while retaining a sense of purpose, the students remain more focused and engaged.
James Jackson
What are some good ways to build rapport with students without getting too personal or involved in their lives?
One important thing I have learned is to anticipate problems before the emerge. A student who is a challenge can be assisted through constant interaction. Many students have personalities that may discourage the instructor from wanting to call on them. Examples are students who are not personal or are shy. These students tend to be the ones who have problems in the class because they are less likely to want to participate and the instructor is less likely to have them participate because it is sometimes difficult. I have learned to spend time and force myself to draw these students in. Students who are less likely to participate in general are more than happy once they are drawn out and encouraged to do so. This is a constant process however and the instructor should remain committed to it.
I always tried to keep the students involved to curtail students talking instead of paying attention. Changing up my instruction methods can help to manage the classroom and control students.
Brenda, sounds like a very "matter of fact" stance and if this is working for you then of course keep what works. If you find you are experiencing push back with this type of stance you may want to consider engaging in more of a conversation concerning the syllabus and class expectations and allow students to state their own expectations of the class in addition of your expectations of them. This topic can make for a very interesting dialog so I will be interested to hear from others on this subject.
James Jackson