Maintaining Fairness When a Student Goes Afoul of Classroom Rules: A Procedural Justice Model

Abstract

This paper offers a Procedural Justice model and identifies strategies to help the professor maintain classroom justice when a student violates classroom rules. Faculty tend to avoid situations that lead to confrontation because of the psychic pain that it causes the professor and the student. Master teachers must have strategies and skills for effectively dealing with norm violation because this may inhibit or even stop a student's learning. These strategies will help guide today's students to behave appropriately in the classroom so they can return to learning. Students'professional development will also benefit as they form a schema for how to interact in a professional setting.