Is It Appropriate for Teachers to Call Out Students in Front of the Class?

The decision of whether it is appropriate for teachers to publicly call out students for their mistakes is a complex question that depends on a multitude of factors. This article delves into the nuances of this issue, exploring the purpose of the correction, the nature of the mistake, students' feelings, and the school culture. By understanding these elements, educators can make more informed decisions about how to address misbehavior in a way that promotes a positive learning environment.

Understanding the Purpose of the Correction

The primary goal of a teacher addressing a student in a public setting is to provide a learning opportunity. If the intention is to help the student learn from a mistake and address behavior that disrupts the class, it can be deemed appropriate. However, if the goal is to embarrass or shame the student, such behavior ceases to be constructive.

The Nature of the Mistake

The severity and nature of the mistake play a crucial role in determining the appropriateness of a public correction. Minor mistakes, particularly those that are part of the learning process, are often better addressed privately. On the other hand, serious issues that affect the classroom environment may warrant a public correction, as it sets an example and deters similar behavior from others.

Considering Students' Feelings

Teachers must be mindful of the impact their actions have on students. Publicly calling out a student can lead to feelings of humiliation or anxiety, which can hinder learning. Therefore, it is essential to approach such situations with empathy and respect for the student's emotional well-being.

The Role of School Culture

School culture significantly influences the appropriateness of public corrections. Some schools promote a culture of open discussion, where mistakes are seen as learning opportunities. In contrast, others may have a more traditional approach that emphasizes discipline over understanding. Teachers should be aware of their school's cultural norms when making decisions about public versus private corrections.

Alternatives to Public Corrections

Many educators prefer methods that address issues privately or in a way that maintains the student's dignity. These approaches can foster a more positive learning environment. For instance, a teacher might:

Speak to the student privately to discuss the mistake and its implications. Use a combination of positive reinforcement and constructive criticism to guide the student. Model a gracious response when they make an error, demonstrating that learning from mistakes is a valued process. Offer opportunities for the student to reflect on their behavior and work towards improvement.

Reflections from a Teacher's Experience

AJG, a history teacher with over thirty-five years of experience, shares his insights on this subject. Early in his career, he understood the importance of creating a positive learning environment. He emphasized the value of openly accepting and discussing mistakes as part of the learning process. Even when he made an error, he modelled a gracious response, recognizing the importance of celebrating the opportunity to improve.

Over time, AJG earned a reputation as a teacher who never derided students, always accepted correction, and maintained an objective and humble approach. His experiences highlight the significance of considering the impact of public corrections and the value of fostering a supportive and positive learning atmosphere.

By carefully evaluating the context, nature of the mistake, students' feelings, and school culture, teachers can make informed decisions that promote learning and respect for all students. This approach not only addresses misbehavior effectively but also builds a stronger, more inclusive classroom community.