Following the school's policy has been paramount as it states very clearly what is and isn't allowed. Verbal warnings, a specific time-frame to correct the issue, and written warnings are the progression. I have spoken to students as a group and individually, being very clear with my expectations for their behavior and being sure to use my own behavior and reactions to them as positive examples. I have then placed "the ball in their court" to regulate their own behavior. Thus far I see improvement. 

I primarily function in the guide role, but that fluctuates depending on the group of students I'm working with. For example, my weekend group is more mature and goal-oriented, while my weekday group is very young and easily distracted. I find myself working more as a Guide/buddy with the weekend group and Controller/guide with the weekday group. Needless to say, the weekday group has been challenging, but I hope they will develop emotional maturity and professionalism from my example and interactions with them. 

Typically, my style is a combination of authoritative and facilitative leadership. I find these styles allow me to lead and guide most adult students. However, I notice with some of the younger students, I must take a more authoritative role. They can be difficult to manage and I am forced to be more direct and strict with them. 

In order to do something well, there is a learning curve. One must go through the process of doing something poorly and be vulnerable. 

The Harvard example was great for dealing with the "expert". It's not enough to simply understand the concept but you must be able to articulate the concept in such a ways that others can understand it. 

There were some good tidbits of information in this section. never thought about ambiguous behavior is always seen as negative.  There were several good tips about classroom management. 

Lilit Mnatsakanian

I learned that I am more like a guide and facilitator

As an instructor to be on a leading position, to show strength in leadership and management of the classroom

Mistakes should be used as a learning tool.