Communication, Communication, Communication

Scenario: A student is often using electronics during class while other students are engaged in the classroom activities.

Some causes of this incident include boredom. They could be bored because the classroom level is too easy for them. Perhaps they are bored because what they are learning is not interactive, does not seem relevant or perhaps they have learned this lesson in a previous class. Another cause could be that the classroom level/expectations are too difficult for the student. Some students just shut down when they are overwhelmed and do not understand. Still another possibility could be that there is an issue that has arisen in their personal life and requires them to be on their electronics. There are many, many reasons why students are drawn to their electronics in the midst of classroom activities.

Teaching and learning are disrupted when students distract themselves with their electronics. The expanse of the disruption depends on more details in the context. If the classroom activities that are occurring are group/pair activities, then this definitely disrupts teaching and learning for both the students using their electronic and the students they are supposed to be working with. If the teacher is giving a lecture or instructions for an activity and the student is on their electronic, they are disrupting the teaching (it is discouraging as a teacher to see your students distracted in this way) and also their own learning. If they are sitting in the front of the classroom, obviously distracting themselves with their electronics this is also disrupting the learning of the other students. All in all, the most detriment is done to the student themselves.

Communication is always the most important thing when an issue arises. As the teacher, it would be important to talk with the student, after or before class or at an arranged meeting (especially if this would be a reoccurring issue). Being gentle, I would ask the student if something bothered them during the class, if or why they were bored etc. From this point forward the teacher and student can hash out what the issue is and do their best to respect the other party. For example, if the student was bored because what was being taught was so easy, the teacher could suggest a higher-level class, or provide options to different activities to increase the difficulty level. If the student had problems in their own personal life that were needing to be dealt with during class, perhaps the student could ask to leave the classroom while they dealt with the matter. Every reasoning and situation are different.

As the class notes said at the beginning of the unit, “A classroom that students want to come to again and again is the one that is inclusive, supportive, and conducive to learning, a place where everybody feels safe, welcome, and respected.” The important thing for a teacher is to make sure this is occurring for both the student in the incident as well as for the rest of their students and even for themselves as the teacher. Working together through issues with clear communication is essential for this goal to be accomplished.  

References:

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, NJ: Pearson Education.

Ho, C. (2014, October). The Importance of Effective Communication. Retrieved March 29, 2019, from http://singteach.nie.edu.sg/issue50-people/

Importance of Communicating in the Classroom. (2015, July 7). Retrieved March 29, 2019, from https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1570-importance-of-communicating-in-the-classroom