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Classroom Discipline Chatboard

Is there a way to "discipline" adult learners? (901C)

by Kb

Sep 22, 2014

H,

There is a significant difference between classroom discipline for K-12 and for college students. But what about the "adult learner", mostly college educated, some with advanced degrees? Is there a need for classroom discipline? If so, what would be the best way to institute that structure?

My idea would be to leverage the cla...See More

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JenFnyc Kevin and Seth,

I posted on another thread about the "self-policing" of the class, which is wonderful when it's available... and that's of course a best-case scenario.

I agree with Seth that the last thing you want is more hostility. To flip this around, I had a question for the instructor before a class recently. She was very d...See More

Sep 26, 2014

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Josh H. erhaps a way to approach this issue of disciplining the adult learner is to try to minimize the behaviors that would cause the need for disciplining before they happen. After reading your two posts, I did a little digging through the good ol' online library and I came across a wonderful study by Crumley and Schutz that explores the use of mindfulne...See Moreerhaps a way to approach this issue of disciplining the adult learner is to try to minimize the behaviors that would cause the need for disciplining before they happen. After reading your two posts, I did a little digging through the good ol' online library and I came across a wonderful study by Crumley and Schutz that explores the use of mindfulness training at the beginning of class and after breaks to aid with keeping adult learners focused (2011).

At these times the repeated the following statements and had the adult learners follow along (Crumley & Schutz, 2011, p. 38):

"Sit up straight in your chair, with your feet flat onthe floor." "Empty your hands and then place them anywhere that is comfortable." "Now, close your eyes and listen for my instructions:" "With your eyes still closed, I want you to begin by simply observing your thoughts right now, wherever they are taking you ... but I don't want you to make any judgments about those thoughts ... I simply want you to take notice of them." [The amount of time dedicated to this first task was typically 15-45seconds in duration.] "Now I want you to gently move your thinking and become aware of your breathing, and I want you to consciously regularize your breathing so that it is nice and smooth." [The second task averaged 15-30 seconds in duration.] "Now I want you to consciously move your thinking one more time, this time bringing it back to this classroom. I'm going to count backwards from five, and when I get to one, I want you to open your eyes and be fully present in the classroom, right here and right now. Five ... four ... three ... two ... one. Open your eyes." [The third task took 30-45 seconds tocomplete.]

The results showed that not only was this very effective at fostering greater focus, but also most participants said they would bring this activity back into their workplace as a part of their daily practice.

What do you think of this method? I was pretty excited by it and thought I may use this in one or two of my workshops.

Josh

References Crumley, G., & Schutz, H. (2011). Short-duration mindfulness training with adult learners. Lifelong Learning, the Adult Years / Adult Education Association of the United States of America, 22(2), 37–42.

Sep 27, 2014

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How to handle students with ipods and electronics

by Mr Hand

Apr 4, 2014

A problem in many schools are students who wear their ipod headphones or text in class- ive seen students who act as if their ipods are a part of their anatomy- tell them to put it away, they always take their phones back out.

Can anyone suggest the most effective way of dealing with the problem of distracting student electronics? Nearlly ...See More

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Dave Issues with electronic devices were exacerbated at the middle school where I teach by a discrepancy between school policy (no electronic devices) and our administration's explicit desire to have teachers incorporate technology into the curriculum. Because many of us did encourage students to bring personal devices for use in our classrooms, it beca...See More

Sep 23, 2014

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barhydtk Great idea! I wonder, however, how easy it would be for the devices to be stolen, lost or vandalized. I think another idea might be to find a way to block the wireless signals so that you would at least have control over when students can use the internet. https://www.insidehighered.com/news/2008/04/18/laptops

On 9/23/14, Dave wrote: > ...See More

Sep 24, 2014

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PBIS: Effective practice or just the latest fad?

by Megan Stam

Feb 18, 2014

Hi everyone, I was wondering if anyone has had experiences, either positive or negative, with the implementation of PBIS (Positive Behavior Interventions and Supports) in their schools. As a graduate student at the University of Wisconsin-Stout, I have recently been reflecting on classroom management which got me thinking about the effectiveness of...See More

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Lee,H On 9/23/14, Lee.h wrote: > On 9/22/14, Don wrote: >> >> On 9/20/14, Kent wrote: >>> I don't think you reward somebody for behavior that they >>> should be exhibiting anyway. Just like you shouldn't pay >>> kids to come to school. If there is a change in behavior >>> over time, then you acknowledge ...See MoreOn 9/23/14, Lee.h wrote: > On 9/22/14, Don wrote: >> >> On 9/20/14, Kent wrote: >>> I don't think you reward somebody for behavior that they >>> should be exhibiting anyway. Just like you shouldn't pay >>> kids to come to school. If there is a change in behavior >>> over time, then you acknowledge that and reward that. >>> Catch them being good and reward it infrequently and it >>> has more meaning. >>> >>> On 2/20/14, Megan Stam wrote: >>>> Thanks for the tips, Kelly! I love the idea of keeping >>>> track of who has received one to ensure that they are >>>> being distributed evenly. At a large high school, >>>> quieter students too often get lost in the shuffle. I >>>> also really like that students who ask for the reward do >>>> not receive one. This definitely solves some >>>> >>>> concerns about the program. >>>> >>>> On 2/19/14, Kelly G. wrote: >>>> >>>>> Also, we do not give a "Norse Notice" out for students >>>>> who >>> ask >>>>> for them. We explain and emphasize that if they > expect >>>>> it, they won't receive it. >>>>> >>>>> On 2/18/14, Megan Stam wrote: >>>>> >>>>>> Hi everyone, I was wondering if anyone has had >>> experiences, >>>>>> either positive or negative, with the implementation >>>>>> of PBIS (Positive Behavior Interventions and > Supports) >>>>>> in their schools. As a graduate student at the >>>>>> University of Wisconsin-Stout, I have recently been >>>>>> reflecting on classroom management which got me >>>>>> thinking about the effectiveness of PBIS. My school >>>>>> implemented the program this fall with mixed results >>>>>> so far. We have seen a slight decrease in number of >>>>>> tardies and suspensions, yet I often worry that we've >>>>>> created a never-ending token economy environment > where >>>>>> I often hear comments like "OK I'm here on time, >>>>>> where's my PBIS reward?" I also worry that we are > only >>>>>> recognizing the students who misbehave 90% of the >>> time >>>>>> and behave appropriately 10% of the time, rather > than >>>>>> the students who behave appropriately 100% of the >>>>>> time, but >>> are >>>>>> quiet enough to fly under the radar on a daily basis. >>>>>> We have discussed as a staff that we need to do a >>>>>> better job of emphasizing every student's positive >>>>>> behavior, but as of this point, our "weekly winners" >>>>>> are nearly always students with frequent misbehavior >>>>>> issues. If anyone has any insights or advice > regarding >>>>>> PBIS, I would love to hear it!

Sep 23, 2014

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Lee,H I agree. We have been rolling PBIS out in our building for the last three years. I struggle with rewarding the students for expected behaviors. Other staff and myself agree the students that would follow any plan are the ones that are the ones who are following the PBIS expectations. Sometimes they need a reminder but for the most part they do what...See MoreI agree. We have been rolling PBIS out in our building for the last three years. I struggle with rewarding the students for expected behaviors. Other staff and myself agree the students that would follow any plan are the ones that are the ones who are following the PBIS expectations. Sometimes they need a reminder but for the most part they do what is expected so we focus on the students who need to change their behavior and some staff really go out of their way to find these students meeting expectations so they can be rewarded. One part of PBIS that I do like is the training. Our school plans a time where we train the students on the expectations on the new area of the school we are rolling out. If it is the playground then during the day the classes go to different centers to learn what we are looking for when they are on the playground or when they are playing certain games on the playground. This puts both staff and students on the same page for expectations. On 9/20/14, Kent wrote: > I don't think you reward somebody for behavior that they should > be exhibiting anyway. Just like you shouldn't pay kids to come to > school. If there is a change in behavior over time, then you > acknowledge that and reward that. Catch them being good and > reward it infrequently and it has more meaning. > > On 2/20/14, Megan Stam wrote: >> Thanks for the tips, Kelly! I love the idea of keeping track of >> who has received one to ensure that they are being distributed >> evenly. At a large high school, quieter students too often get >> lost in the shuffle. I also really like that students who ask >> for >> the reward do not receive one. This definitely solves some >> >> concerns about the program. >> >> On 2/19/14, Kelly G. wrote: >> >>> Also, we do not give a "Norse Notice" out for students who > ask >>> for them. We explain and emphasize that if they expect it, >>> they won't receive it. >>> >>> On 2/18/14, Megan Stam wrote: >>> >>>> Hi everyone, I was wondering if anyone has had > experiences, >>>> either positive or negative, with the implementation of >>>> PBIS (Positive Behavior Interventions and Supports) in >>>> their schools. As a graduate student at the University of >>>> Wisconsin-Stout, I have recently been reflecting on >>>> classroom management which got me thinking about the >>>> effectiveness of PBIS. My school implemented the program >>>> this fall with mixed results so far. We have seen a slight >>>> decrease in number of tardies and suspensions, yet I often >>>> worry that we've created a never-ending token economy >>>> environment where I often hear comments like "OK I'm here >>>> on time, where's my PBIS reward?" I also worry that we are >>>> only recognizing the students who misbehave 90% of the > time >>>> and behave appropriately 10% of the time, rather than the >>>> students who behave appropriately 100% of the time, but > are >>>> quiet enough to fly under the radar on a daily basis. We >>>> have discussed as a staff that we need to do a better job >>>> of emphasizing every student's positive behavior, but as of >>>> this point, our "weekly winners" are nearly always students >>>> with frequent misbehavior issues. If anyone has any >>>> insights or advice regarding PBIS, I would love to hear it!

Sep 23, 2014

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Punishment vs. Consequences

by Jenn S.

Feb 22, 2014

My question here is quite simplistic, what do most teachers see as the main difference between punishment for breaking rules and suffering the consequences of breaking the rules. Is there a difference? Are they the same thing, just one sounds better than the other? Thoughts?

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Sara On 2/22/14, Jenn S. wrote: > My question here is quite simplistic, what do most teachers > see as the main difference between punishment for breaking > rules and suffering the consequences of breaking the rules. > Is there a difference? Are they the same thing, just one > sounds better than the other? Thoughts?

We speak more...See More

Feb 25, 2014

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Kent I see a lot on different sites about how stupid some school is for expelling somebody for what others think of as a minor infraction. I think we need to teach our children that there is a consequence for all decisions that we make. Positive or negative. Every decision that we make has a consequence. Punishment may be one of those consequences. If w...See More

Sep 20, 2014

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Our Finest Hour - A unique, silent mentoring program

by Teachers.Net Gazette

Aug 19, 2014

Our Finest Hour - A silent mentoring program - by Todd Bloomer

Todd's school is mentoring students in a very different way. "The key to our program is that the student is not told they are part of a mentor program." Click below to read all about it...

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