An e-mail newsletter for people who train staff who
serve people with developmental disabilities.

Mind Your Classroom Manners

We encounter them everywhere, on the bus, in restaurants and on the street. They wear the latest colors and make all the cool noises. You may have guessed it—the precious cell phone. Everyday, people are gabbing on cell phones, and they seem to be oblivious to the fact they are annoying those around them. Cell phones are everywhere, but should they be allowed in the classroom?

Classroom disruptions steal quality instruction time. Over and over again, you have probably dealt with students who eat in class, arrive late or leave early, talk incessantly, or loudly and frequently interrupt the flow of class with questions. But today’s technology brings its own set of problems and requires a new set of rules.

How do you handle the person who consistently disrupts your sessions by the ringing of their cell phone? Here are a few suggestions:

• During the first day of class, review the course objectives and expectations to ensure everyone understands.
• Most beepers and cell phones can be set to vibrate rather than produce a sound. These devices should be turned off if they cannot be set to a silent mode.
• Cell phones should not be answered during class. If the person is expecting a really important call, they should inform the instructor before class and get permission to take the call.
• Arrange seating so that you can move among the class. An instructor who seems less distant, even physically, will experience fewer disruptive situations.
• Address the entire class about a concern instead of identifying one person. This will effectively discourage any further disruptions.
• Deal with the disruptive situation immediately. Ignoring the situation will likely cause it to increase.
• Sometimes giving a note to the person regarding his/her behavior will solve the problem.
• If it is necessary to deal with someone who is not following the guidelines during class, you should calmly, firmly and privately inform the person that the behavior is disruptive and ask that it stop. For example, “Your use of your cell phone is bothering me and disrupting the class. Please refrain from in-class phone calls in the future, thank you.”

Because we are a technology-driven society, we need to constantly be aware of new gadgets and trends that filter into our classrooms and affect the learning environment. Therefore as a rule of thumb, set expectations up front before situations become problems.

Connie Horn, Education Specialist
Bethesda Lutheran Homes and Services, Inc.
About Connie | Ask Connie a Question

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Last Issue’s Survey

When providing a training session, which of the following best describes your teaching?

I specifically tell the learners what materials or skills they should take away from the session.	73%
I have the objectives written out for the learners and expect them to read them.	18%
I let the learners figure out the important stuff as I teach.	5%
I expect the learners to know everything I teach at the end of the session.	5%

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Bethesda remains steadfast in its efforts to provide you with new and updated staff development video titles. Shop Bethesda’s Staff Development Catalog

Human Rights: Honoring to Advocacy

All people are guaranteed certain rights regardless of the presence or absence of a disability. All staff persons have the important responsibility of assisting, guiding, educating, and supporting people with developmental disabilities to advocate for themselves as they exercise their rights in order to live happier, healthier lives as independently as possible.

Learn more and view a preview of
Human Rights: Honoring to Advocacy

Abuse and Neglect

Abuse and neglect is a harsh reality that affects the lives of many people with developmental disabilities. Statistics indicate that people with developmental disabilities are 4-10 times more likely to be victims of abuse or neglect than are people without developmental disabilities. Therefore, it is important that workers in this field know how to prevent, recognize the signs of, report any suspicions of, and assist the victims of abuse and neglect.

Learn more and view a preview of
Abuse and Neglect

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Six Newest Titles

Priced at just $25 per title, Bethesda’s Independent Study Modules offer an affordable and convenient method for staff training. Check out our newest titles and the 18-volume set:

• Assessing Behavior
• Basic Back Care
• Confidentiality
• Medication Effects and Reactions
• Pressure Sores and Inactivity
• Understanding Alzheimer’s Disease

Independent Study Module 18-volume Set
Individual titles from Bethesda’s collection of Independent Study Modules cost $25 each; however, you may now purchase all 18 titles in an 18-volume set for $375. That’s a $75 savings!

What are Independent Study Modules?

• Paper-based training presented in a self-paced format that is easy for staff to read and understand.
• A convenient alternative to traditional training classes, ideal for late-night or weekend-shift staff.
• Training content with accountability through interactive activities and competency testing.
• Versatile tools for self-directed individual study or for small-group training.
• A ready reference and great refresher for veteran staff.
• Conveniently packaged for storage in your filing cabinet or 3-ring binder.

What do Independent Study Modules include?

• Study manual
• Worksheet and answer key
• Competency measure and answer key
• Engaging activities
• Permission to make as many copies as your agency needs

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New Video Release
- Human Rights: Honoring to Advocacy
- Abuse and Neglect
New Independent Study Modules
- Assessing Behavior
- Basic Back Care
- Confidentiality
- Medication Effects and Reactions
- Pressure Sores and Inactivity
- Understanding Alzheimer’s Disease
- Independent Study Module 18-volume Set

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Bethesda Lutheran Homes and Services, Inc.
Attn: National Christian Resource Center (NCRC)
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© 2006 Bethesda Lutheran Homes and Services, Inc.