Adult Learners, Problem Children, and Your Role as an Educator
by Valerie DeFrance, EMS Educator
Problem Child, Part Two of Five Dealing with Disruptive Behavior
Part
One of this series reviewed some general aspects
about adult learners. Now let's look at some of the
potential causes, and two specific problems
(disrespectfulness and tardy behavior). Examples
gathered from my own experiences and those of colleagues
follow.
The focus on disruptive behavior that students exhibit
in the classroom is viewed in a behavioral sense.
Problems caused by learning disabilities, disorganized
study habits, and like issues are not addressed in this
series. They may be grist for future articles, though!
Since we all have varying levels of tolerance, we
educators differ in our views of what disruptive
behavior is. Let's clarify disruptive behavior from the
viewpoints of the educator and the student.
Disruptive behavior is a student-initiated act
that ranges from tardiness to violence. It may consist
of behavior that is disrespectful, offensive, or
threatening and may present itself physically, verbally,
or psychologically. It has a negative impact in any
learning environment and interferes with the learning
activities of the perpetrator and other students.
Adults are perceived as individuals who know how to
behave themselves, and a good number of instructors make
the erroneous assumption that adult education is
relatively free of disruptive or behavioral problems. We
have assumed for many years that adults are
participating voluntarily; therefore, behavior was not a
problem. However, educators are finding that disruptive
student behavior is a growing problem in all facets of
adult education.
Some of the problems may be attributed to the physical
age in which we view those termed adults. We have
disregarded the fact that many 16 - 18 year olds are now
enrolling in traditionally adult courses. We are seeing
a rise in the interest of a career in EMS by younger and
younger students. EMT and paramedic courses frequently
turn out responders that are 18 - 20 years of age.
I found it interesting that in a 1982 survey done by
Becker, Jimmerson, and Trail, they found that
"boredom" was a major reason that many 17- to
21-year-old students in high school equivalency classes
had dropped out of high school. Students 30 years old
and older dropped out of school for more "socially
acceptable" reasons, such as the need to work or
because of family problems. This does not appear to have
changed and I feel it speaks in part to both positive
and negative behaviors and attitudes that students
exhibit in class.
While tardiness and similar lesser offenses are common,
we have a tendency to ignore them, especially in light
of more serious problems in the classroom. Even in
face-to-face discussions with other educators, we focus
on solving the perceived serious problems when we should
be addressing all issues. We quickly deal with major
offenses, but are reluctant to expend the time or effort
to deal with lesser offenses.
As we all know, the time allotted to instructing
pre-hospital courses is usually tight and any
interference or detraction can have painful
consequences. We must keep in mind that all disruptions,
regardless of perceived seriousness, detract from
academic learning time. Even small, annoying problems
such as tardiness can create a serious problem for
educators and fellow students and must be dealt with
promptly.
Tolerance of the lesser problems may also lead the
student body as a whole to believe that other problems
will also be tolerated. The "good" students
who work hard and abide by the rules see no benefit in
continuing to do so when the negative behaviors by
others are tolerated and not acted upon. New, and
possibly more serious, behavioral problems may appear on
the heels of the existing problems.
I ran across an interesting statement that, at first
reading, took me aback:
"All involved must first recognize that disruptive behavior is caused by a weakness or weaknesses in the educational program, and not by an individual 'troublemaker.' Thus, concentration should be focused on changing the institution's behavior, instead of that of the individual student." (Schriro 1985)On further reflection I believe this advises educators to be prepared to deal with our problem children by first avoiding or eliminating the opportunity for difficulties to arise by setting clear policies and making sure our students understand and agree to abide by them. A few hours spent writing sound policies may eliminate many hours of frustration once your course begins.
Disrespectful students
Disrespect is a catch-all term, only further defined by each instructor's level of tolerance, personal views, and society's current standpoint. Disrespect may be exhibited in something as simple as chronic tardiness. Disrespectful behavior is hearing cell phones and pagers going off during lecture. It may be when students talk while you lecture. Disrespect is usually the term we allot to those who sleep in class. In more serious cases, it may be negatively motivated challenges to you during lecture or skills demonstrations.
Disrespectful behaviors may also be student to student and can take the form of ridicule, teasing, or other negative behavior that makes the other student uncomfortable. It may be offensive slang terms based on culture, ethnic, or gender rather than an outright prejudice. In these cases, it should never be tolerated and must be corrected swiftly. It has no place in the classroom or in the field.
A word about cell phones and pagers: While some students must be available for contact during class hours, the instructor does have the option of making them provide documentation from their bosses stating why they must have a pager turned on in class (wives do not count unless they are 9.2 months pregnant). Insist in all cases that they be switched to silent or vibrating mode. If they do not have this feature, they cannot bring them to class. (Try not to laugh when a student suddenly jumps or get a funny look on his or her face!) Insist that they only answer the phone or do call backs in a true emergency. All others can wait until a break.
A word about sleeping in class: A few instructors report that as long as the student is not disturbing other students with loud snoring, they do not address this issue, saying, "It's the student's buck. If they want to waste it, let 'em." Most instructors, however, have a very low tolerance for this. They agree that unless the student has some sort of medical condition or is temporarily under medication that causes drowsiness and can provide official documentation, they do not get to have the most expensive naps they will ever take in your classes. If they do, they are dismissed. I do try to give some leeway since nodding off in class has been known to happen even to instructors.
Tardiness
Address tardy students promptly. Keep in mind that we are dealing with adults, so first ask why they are tardy. It may be as unavoidable as a late-arriving babysitter and not out of disrespect or irresponsibility. Do, however, reiterate the expectations, rules, and consequences you stated on the first day of class. Emphasize that late arrivals are disruptive to all students. You may want to point out that tardiness is viewed as disrespect for you and the other students.
At least three instructors said they have a firm tardy policy. If students aren't in the room when the instructor arrives, they are late. A set number of tardiness episodes equals an absence, which in turn is reflected on an attendance policy. The attendance policy states that, based on the number of hours the class meets, if you exceed the number of hours you're allowed to be absent, you are dismissed from the course. Many instructors agree that you need a smooth and unquestionable methodology for enforcement: verbal warnings, written warnings, and dismissal for noncompliance. All policies must be provided and discussed on the first day of class. Many instructors have students sign an agreement stating that they understand and will abide by the policies.
Real life examples
A dedicated student worked until the same time that class started, and was inevitably 10 minutes late each class. First the instructor suggested that the student speak with his supervisor, explain the importance of the class, state the benefits to the company of having an employee with EMT training, and request to leave work a few minutes early. When he learned that this wasn't feasible, he offered the student the option of staying late. Rarely do educators leave the same time as the students, so allotting time and perhaps a small project at the end of class helps a student make up those few minutes that add up to hours by the end of class. If you do this, be sure the other students know that the student isn't receiving special treatment but is instead meeting time requirements.
In a group of students who were coworkers, half of the group was tardy by a few minutes for two of the first three classes. Comparing clocks in their offices showed that the timekeepers weren't at fault. The tardiness continued. Removing the students from the program wasn't under the instructors' control. Since these students were grade competitive, the instructor started giving a timed quiz at the very start of class. When grades plummeted, they started showing up on time.
Chronic Cal was chronically late, sauntering in as much as 20 - 40 minutes late, and with no reasonable excuse. Despite all interventions, warnings, and even complaints directed at him from other students, it continued. Cal was removed from the course, but was encouraged to participate when he had his life in better order.
Next month, the series continues with solutions and techniques in dealing with problem children.