Infective learning strategies and incivility/bullying in the classroom
In the video, the teacher has been observed to have ineffective and poor teaching skills. The teacher lacked control over the students due to her inability to address the class to settle down, keep aside all mobile phones and electronic items and introducing the topic of the learning module (Gaberson, Oermann, & Shellenbarger, 2015). The teacher was focused more on the presentation and reading every bit from the slides without engaging the students to participate by discussion or asking questions. Many students were observed to openly converse with each other, play games, use cell phones, listen to music, and even sleep while the teacher was presenting the learning module. It is empirical for a teacher to address the class prior to commencing with the module and request for the entire class to settle down and avoid the use of cell phones and electronic devices (Billings & Halstead, 2012). The students should engage with the teacher and take appropriate notes while the teacher presents the new learning module. Students should not hesitate to interrupt the teacher and ask questions or clarify doubts regarding the course material during the class (Gaberson, Oermann, & Shellenbarger, 2015). Bullying by teacher, classmates, or other faculty members should be reported immediately to the relevant authorities. Most colleges/universities have a student’s council or forum where students can provide feedback on teacher’s skills, attitude and behaviour followed by any bullying or ragging that may have occurred with them or their classmates (Billings & Halstead, 2012). A student was also observed to enter late at class and when intervened, misbehaved with the teacher. All students should be informed that lateness and misconduct during class hours would have zero tolerance in the college/university. Misconduct or behaviour could lead to permanent expulsion from the school. The teaching environment should be kept professional and all students should be addressed about the serious consequences of disorderly misconduct. Teachers are advised to maintain class decorum and any violations from either the teacher or student should be addressed by key stakeholders (Gaberson, Oermann, & Shellenbarger, 2015).
References
Billings, D. M., & Halstead, J. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer Pub.
