2008 - Marketing Educators' Association

WHEN STUDENTS BUST YOUR MELLOW: GETTING THE CLASS BACK IN THE GROOVE, DUDE
D. Joel Whalen and Stephen K. Koernig, DePaul University,
Department of Marketing, 1 East Jackson Blvd., Chicago, IL 60604;
jwhalen@condor.depaul.edu, skoernig@depaul.edu
The majority of students have no trouble behaving
within class norms. However, most professors have
occasionally encountered a small subset of students
who engage in occasional behavior that is outside
the norm, and disturbs the learning environment.
Common examples include walking in after class
has begun, leaving class early, sleeping in class,
text messaging in class, taking or making calls on
cell phones, talking to classmates during lecture,
submitting assignments late, etc. Educators must
have strategies and skills for effectively dealing with
norm violation because this may inhibit or even stop
a student’s learning.
Many of the studies investigating the attributes of
“master teachers” have suggested that a flexible,
friendly classroom environment will enhance
teaching effectiveness (Faranda & Clarke, 2004;
Kelley, Conant, & Smart, 1991). Students also prefer
an open, level environment where they are equals
with their professors (Faranda & Clarke, 2004).
However, professors can bring an open, egalitarian
atmosphere to their classrooms only when a
learning harmony is established and maintained. To
promote a harmonic stasis, university education
takes place in a well-codified environment of
traditional roles and classroom norms wherein both
student and teacher know their expected roles,
ABSTRACT
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contributions, and normative behavior (Amanda &
Smith, 1994). For example, master teachers use
their syllabi and assignments to set boundaries for
their students; deadlines and rules are structured to
enhance the student’s learning experience (Conant,
Smart, & Kelley, 1988; Kelley, Conant, & Smart,
1991). In addition, many schools proscribe clear
codes of conduct for the university, college and
departments. The purpose of codifying these norms
is to provide a structure of respectful human
interaction that produces freedom of thought,
expression and inquiry within a harmonious learning
atmosphere.
A critical issue is how to respond to the student after
he or she violates classroom norms. This paper
identifies strategies to help maintain classroom
decorum and to prevent violation of the classroom
norms in the first place. A model is also presented
that describes a process to resolve problems
involving the violation of classroom norms when they
do occur. These strategies help the professor deal
with the violation of norms in a way that is mutually
beneficial to both the professor and the student.
References Available on Request.