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Disciplining Residents
I. General
No matter how efficient you are as a Resident Assistant or how flexible and liberal University regulations may be, cases of student misconduct inevitably occur. Most misbehavior of students merely reflects errors in thinking. In most instances a student knows the University regulations, violates a regulation, and therefore requires you to act as a supervisor.
You should not be indifferent or arbitrary when a student violates a regulation since your obligation to the misbehaving student is clearly defined as your efforts for the unmotivated student. Your approach to the disciplinary situation, therefore, may influence the student's behavior in the future. (As well as the attitudes of the other students on your floor.)
When you act as a disciplinarian your primary goal is to educate the student so that he/she will assume increased responsible behavior in the future. Once the student perceives that your particular "brand" of discipline is arbitrary, partial, makeshift, or any other way not consistent, you may expect problems of misconduct to increase rapidly on your floor.
Students should understand promptly that violations of a University regulation would result in your intervention. Obviously, your responsibilities as a staff member extend to all phases of undergraduate behavior in the University, but realistically, it is acknowledged that you will operate with reduced effectiveness outside the residence hall. Student behavior in residence halls is primarily your concern.
II. Hall Disturbances
Both the students and RAs show concern with regard to the problem of maintaining "quiet hours."
When a student disturbs others, the R.A. should not run out in the hall and tell him/her "shut up" or "I'll have to write you up." Naturally, this “assaultive” approach will only result in further rebellious behavior. Nearly all students feel a basic respect for the rights of others in their more serious moments. Call the offending student into your room and try to determine why he/she is infringing on the rights of those who are trying to study or sleep. In this manner, a disposition to be considerate of the rights of others can be gradually developed on the floor.
III. The Discipline Interview
A. Call the offending student into your room. (Never discipline a student in public view.)
- Explain the problem or infraction to the student and its consequences. Explain the University's position and policy.
C. Find out the student's viewpoints regarding the infraction.
D. Reconcile the two viewpoints in a discussion with the student.
E. Ask the student for some kind of agreement regarding his future behavior.
Be sure to show confidence in the student's ability to keep this agreement until you have definite reason to expect otherwise. People tend to behave as they are expected to behave and optimum results often occur if an RA’s actions tend to build up a student's self esteem, rather than destroy it.
IV. Disciplinary Suggestions
- Explain the reason for your actions and the regulations. (The regulationsshould be clearly understood by this time if you covered your first meeting properly.)
B. Do not threaten a student or state a penalty before it is approved.
C. Do not try to discuss a situation with a student who is intoxicated.
- Avoid reprimanding a large group of students... deal with them individually and in private.
V. Discipline and Counseling
To gain student rapport hold a floor meeting the first week of school and explain your role as both supervisor and counselor. Following this up within the first month of school by talking with each student in order to get to know him/her better. Let them know you are there to help and that anything they tell you in confidence will be kept the same.
Make frequent contact with your students to establish better rapport. Get to know your students on a first name basis, visit them in their rooms informally, eat in the dining hall with groups from you floor, and say hello to them by name when you see them on campus or in the hall.
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