Who has control?

In the article “Freedom, Digital Distraction, and Control”, the author discusses three approaches: control by authority, control through technology, and self-control.  According to the article, control by authority is the least preferable method to rely upon, because it is requires near-constant intervention on the part of the teacher, and it is too easy for students to work around or ignore.  I have to say that I agree with that assertion.  People rarely follow rules simply because the rule exists.  People tend to follow rules for one of two reasons: either they agree that the rule is necessary or they fear the consequences of transgressing.  A requisite of agreement is that everyone understands the reason that the rule was implemented, and a requisite of consequences is the belief that transgressions are likely to be noticed and consequences enforced.  Explaining policies to students so that they understand the rationale behind the policies is sound methodology, and it usually only needs to be gone over once in detail, although brief reminders should be frequent.  However, anytime the teacher needs to devote more time to policing their students than helping them learn, I think it’s time to revise the classroom procedures. 

Similarly, we can use management technology to control the technology to which the students have access.  We can block social media sites or even turn off the wi-fi, but not only do students find ways of working around these obstacles, more importantly, these methods only work during class. 

            If we want students to become independently motivated, life-long learners that are prepared to use technology productively to help them achieve their goals both inside and outside of school, we need to teach them to use good work habits and self-control.  We should teach these life skills in class, and we should expect that our students exhibit self-control when using technology during class. The reason that this is important isn’t just for my class.  My goal is NOT that my students are prepared for my class.  My class will be over at the end of the term.  My goal is that my students are prepared to use the skills they learned during my class to succeed outside of the classroom.  I want them prepared to behave intelligently and responsibility in academic, work, and social settings.  It is for this reason that I strive to create an atmosphere of self-control in my classroom.

It is true that I do use a combination of all of these methods.  I use my presence, and I use technology to control the behavior of students both on and off of their devices during my class.  We have Acceptable Use Policies, and, when necessary, I won’t hesitate to write up a referral or revoke privileges.  However, what works best for me, is to make it known to my students that I expect them to behave as responsible individuals.  Then, I treat them as though I expect them to meet these expectations.  Most students do, but sometimes students don’t.  When this happens, I treat them with the level of respect their behavior merits.  With high school students, a simple, “What should you be doing?” followed up with “And, why weren’t you doing that?” is usually sufficient.  But if a particular student repeatedly fails to meet my expectations for responsible behavior, I simply treat that student the way s/he deserves to be treated.  If that means doing my best impression of my kindergarten teacher, sending him/her to the corner on time-out, revoking group privileges, or requiring an apology, than that is what I do.  Students have always caught on very quickly to the change, and it tends to be effective.  I have had students admit to me after class, “Yeah, I deserved that.  It won’t happen again.”  The next day, we begin again, no hard feelings.

In the end, it doesn’t matter how well-written the rules are or what kind of management software you have available, students will find ways to engage in inappropriate behavior.  The best strategy is to teach them what appropriate behavior is and make them want to display that behavior, and, yes, it absolutely IS possible.  All that is needed are clearly communicated expectations, bi-directional respect between the students and the teacher, and a consistent response to any behavior that does not meet expectations.