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| PIDP 3260 students on the last day after a two weekend course |
Having all learners in a class feel that they a in a safe positive space allows them to open up and contemplate the new information with out distractions. Instructor training courses have always been collaborative and supportive. .
Example Case Study:
Through the
first month of the course most students appear excited to learn and participate
well in class. It is a group of 18 foundation level welding students that range in age and ability. A few students have motivational
and behavioural issues. An effort must be made to not
single out individuals for issues in a manner that will harm their learning or
make them feel bad in the group. These
students stick out as problems as the course progresses. Some have developed
disruptive behaviour; these are their stories.
The use of electronic devises in class
at the school is not allowed and yet several students are distracted because
they use them. One student, Betty, is unable to stop checking her texts and
emails during class she often makes noises in response to what she has read.
But when I look I cannot catch her. She does well and participates in class
discussions and her marks are good.
However, this has proved to be a distraction for other students at
times. Students seem to be annoyed with her getting away with covert smart
phone use. Several have tattle tailed on her but I have let it go to this point
with only class wide reminders of the rule. The class is made up of a wide
range of ages and academic abilities. Some students are fresh out of high
school and do not have the study or life skills, while others are older and
have worked for years and are changing careers. The motivation difference
between students that want and need to be here is noticeable. Another example
are the two students, Bill and Ted, they are unable to keep their attention on
the lectures, they often daydream or outright lose consciousness. It has happened
a couple of times. The class has made fun of one of them and you can see that
he feels bad but still the trouble continues. Both students have scored poorly
on tests and don't seem to have studied the material. I am afraid that if they
continue to behave this way they may not make it through.
One student also is prone to out
bursts during class and wants to tell a story or correct something that was
said. He is difficult to stop once
he starts a story. Time has run short in a lecture because of him. Steve has also correct other students’ wrong answers by being judgmental and rude. I feel that his
behaviour needs correction or students will not want to give answers that they
are unsure of because Steve may belittle them in front of the rest of the class.
If the classroom dynamic is allowed to continue this way is it fair to the
other students who just want to learn? It is
the Instructors roll to help the troubled ones work out
their problems and conform with the rules of the institution and try their best to ensure
good performance and not them fail.
Analysis:
It is very noticeable that the last 2
years have seen exponential growth of the use and dependence on smart phones. I have tried to use mine
more to track todos and appointments. I have had to work hard to integrate it
into my life. This does not seem to be the case with many people and students
around us. The need to be checking and communicating on a minute to minute
basis is cause for concern. As an Instructor I would like to be strict with the
usage of these devises because they distract from the learning of students.
Betty electronically socializes during class and the others feel that this is
unfair. I have let her get away with it because it does not interfere with her
grades and the next step would have to be discipline as she will not stop. If
the rule is not to allow phones then I can't continue to let it go. The fact that others have
complained proves that they are distracted by her covert use. I will need to
have her stay after class and try to get compliance from her. If she does not
actually stop after a more formal talking to then a written note on her student record or probation may be necessary. How
big of role does the fact that her grades are good play? It appears that an Instructor must be fair to
all members of the class or others motivation will suffer and that is unfair to
them.
One news story reported that a Principle of a Port
Hardy high school was so upset
with the teaching staffs inability to stop smart phone use in classes that he
bought a cell phone jammer that renders smart phone unable to
communicate in the school. (CBC News, 2009) The
teachers applauded the Principle and his decision to use the machine to stop
all phones use and restore classroom order. The jammer incited a student protest, 25% of the
students walked out. This led to the school deciding to turn the device off. The written rules of the high school is
no phones are to be used. Would I be able to get away with it in a localized post secondary
setting? The answer is no.
Canadian law states that it is unlawful to interfere with radio transmissions,
this means jamming signals of the cell carriers. Some even believe that the school board
should be fined. (Dewis, 2009) Research has show me
that small devices could block a classroom size area. An Instructor must control phone use in
class with out electronic means. We live in interesting
times.
The students Bill and Ted that find it
difficult to keep their attention in class present another problem. I would
have to question each student to see why they are not getting a good night
sleep. Is it a job after school, or partying, or family trouble? I would
approach them privately on separate days to inquire about their well-being,
health and family life. I would hope that they offer up reasons for the lack of
rest. If it is temporary, extra help may get them through. If it is a late-night
employment or activities, they may have to change their situation while taking
the course. I well maybe a waste of their time and money if they cannot commit
to school as a top priority. Time management and study skills should also be
taught to help all students allow enough time for life, family and school
concurrently. The alternative to
direct punitive action is discussed in #8 of the table presented by Dr. Lisa
Rodriguez in the classroom management handout.
The need for some students to act out,
correct others and burst with disruptive stories is common to most groups of
students. Steve has a father that is a Weldor and his Uncle was an Ironworker that
had built skyscrapers in New York. I feel that other students may try to slow down the eagerness of
fellow students who know it all or are trying to prove how great they are.
Steve will be a hell of a Weldor and his desire to be the best is commendable. The time allowed for the topics that must be
taught is limited, if students lead the discussion off topic, there may not be
enough class time. I will be important to control the direction of discussion
and bring it back on track quickly. (Rodriguez, Lisa PhD) I would have to challenge Steve with more difficult assignments or have him help with
student that may not be picking it up as fast. Welding is a subject that better
Weldors can progress through the material faster and complete the course before
the time allotted. The point to be
learned for an Instructor with a large practical component is that different
students within the larger group will advance through the material at different speeds. The less talented will
need more help and the competent will need to be more challenged to stay
engaged.
References:
CBC
News. (2009). Cellphone jamming principle forced to retreat at B.C. high
school. Retrieved from http://www.cbc.ca
Dewis,
G. (2009) ...random musings from Gordon. Retrieved from
http://
www.gordon.dewis.ca
Rodriguez,
Lisa Ph.D. (no date) Classroom Management, Retrieved and printed from
http://www.4faculty.org/includes/108r2.jsp