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首页> 外文期刊>Journal of issues in informing science & information technology >Dealing with Student Disruptive Behavior in the Classroom - A Case Example of the Coordination between Faculty and Assistant Dean for Academics
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Dealing with Student Disruptive Behavior in the Classroom - A Case Example of the Coordination between Faculty and Assistant Dean for Academics

机译：应对课堂上的学生破坏行为-以教职工与学术助理院长的协调为例。

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摘要

Disruptive behaviors are common in higher education classrooms. When they occur, faculty members have options for dealing with each situation, which is as unique as the students involved. Ultimately, the preferred goals of the educators are to end the distraction and to have the disruptive student(s) continue their civil participation and progress in the class. To achieve both goals it may become necessary for the faculty member to seek help from school administrators to resolve the disruption. This paper discusses the coordination between a professor and an assistant dean in addressing recurring disruptive behavior by a student in the professor's classroom. Each is employed in a college of business at a large state university in Pennsylvania. The result of their cooperation led to a win/win situation for all participants. The first win was the termination of the disruption and the second win was the student's improved attitude, performance, and ultimate timely graduation. However, multiple challenges and a high level of collaboration between the faculty and the assistant dean were required to reach this outcome. The steps they took to address the student's combative and disrespectful behavior are explored in this paper. A point to be clarified is that the title assistant dean for academics is used here. Although this is the title specific to the case discussed later in the paper, it is synonymous with the position at any university that is initially responsible for intervention regarding student and faculty academic issues. Thus, although the paper shows the actual cooperation that took place with the "assistant dean for academics", it can also be applied to the more general titles of "academic dean" and "dean of students". For purpose of simplicity, the title academic dean has been used in the remainder of the paper except in the discussion of the specific case which took place at the university indicated in this Study.
机译：破坏性行为在高等教育教室中很常见。发生这种情况时，教员可以选择处理每种情况，这与所涉及的学生一样独特。归根结底，教育者的首选目标是结束分心，让具有破坏性的学生继续他们的公民参与和进步。为了实现这两个目标，教师可能有必要寻求学校管理员的帮助以解决干扰问题。本文讨论了教授和助理院长之间的协调，以解决学生在教授教室中反复出现的破坏性行为。每个人都受雇于宾夕法尼亚州一所大型州立大学的商学院。他们合作的结果导致了所有参与者的双赢局面。第一个胜利是中断的终止，第二个胜利是学生改善的态度，表现和最终的及时毕业。但是，要实现这一目标，需要教师和助理院长之间的多重挑战和高度合作。本文探讨了他们针对学生的好斗和无礼行为所采取的步骤。需要澄清的一点是，这里使用的是学者助理教务长的头衔。尽管这是本文稍后讨论的案例的特定标题，但它与任何最初负责干预学生和教职员工学术问题的大学的职位同义。因此，尽管本文显示了与“学术助理院长”进行的实际合作，但它也可以应用于“学术院长”和“学生院长”的更一般称谓。为简单起见，在本文的其余部分中使用了“院长”头衔，但在本案例研究中所指出的大学中对具体案例的讨论除外。

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