Zimpapers Logo

Collen Takaza University of Zimbabwe

Reporting late for lectures has remained a challenge for some students and a significant number are oblivious to the unpalatable ramifications that they pose for the lecturers, other students and most importantly for themselves.

Habitual lateness to class is, to a considerable extent, a sign of devaluation and superciliousness for one’s education, nevertheless unconscious, since the learner’s regular lateness will inevitably limit his or her time in class thereby forfeiting crucial opportunities for learning.

Lateness can as well be considered as an impolite and disruptive, especially when it involves opening and shutting of doors, ear-splitting noises, and students distractingly passing in front of the lecturer and colleagues to get to their usual seats.

Late comers interrupt the learning of the rest of the class, disturb the lecturers’ train of thought, often become disruptive talkers after they settle down, and at times ask questions on issues that would have been covered already.

The onus to be punctual for a class is entirely borne by the student, not the teacher, though it is advisable for the teacher to exercise some form of patience.

With the advent of online lectures, one would assume that the story has changed, but evidence on the ground suggests an astonishingly contrary reality.

It is not uncommon for some students to pitch for the online lesson or lecture 10 or even 15 minutes late. Some students tend to forget that even during online lectures the register is marked.

Quite a number of students have a propensity for dodging the online lessons, assuming that the lecturers do not notice.

There are numerous repercussions for lateness to class including being punished and or being marked absent.

While at university level, lecturers cannot beat up students for coming late, at high school, teachers or even heads of schools sometimes thrash students for coming late.

It is, however, appropriate to work with learners to find a solution before penalizing them.

In interviews with students at a local High school, it emerged that lateness is a highly punishable offence. At times prefects have the obligation to decide what form of punishment the late comer should get.

Late comers can be asked to sweep the school yard, to water the school garden or flowers, or to just seat outside class for some time.

Late comers thus ultimately miss out on the introductory part of the lesson and do not fully learn all the material being taught.

Students may come late for lessons due to legitimate reasons such as traffic jams, car accidents, or an appointment with a doctor. For online lessons, students may face connectivity challenges or may fail to get settled on time.

A number of University students are employed and at times need to report for work first for some meetings before leaving for campus. Ladies may need to make sure their children and some house chores are taken care of before leaving for school.

Some students travel very long distances to reach their places of learning and this impacts negatively on their ability to get to class on time.

Late attendance can also be a function of mutual disrespect, disinterest in the course or subject, age of the students or inadequate teaching methods.

Albeit, lateness to class is an intricate issue there are ways to deal with the problem. The author of Preventing Classroom Discipline Problems: A Classroom Management Handbook, Professor Howard Seeman gives teachers suggestions for handling late comers.

Leave one or two empty chairs by the front or back door for late comers. Students who are late are not to walk in front of the classroom or to go to their usual seats. This will prevent late comers from disrupting a class already in progress.

Avoid talking to late comers. Do not accept a late pass or an explanation during class. Ignore them as they come in and motion them to take the “late seat”.

Mark anyone not in his or her seat at the beginning of the lesson absent in your attendance book.  Make sure students understand your “late comer policy” from the first day of school: If you come in late after the attendance register – you have been marked absent. If you want the teacher/lecturer to change your “absent” record to “late” you must see the teacher/lecturer after class.

Post a “do-now!” activity on the board; this is a quick activity that students do each day at the beginning of the lesson. The assignment is always collected five minutes after attendance is taken and if a student cannot finish the “do-now!” activity, he or she does not get credit for it.

Lecturers or teachers can also give tests back at the commencement of the lesson. Students who arrive late do not get their tests back until the end of the session.

Besides these suggestions from Seeman, others suggest the need to use the initial time of the lecture or lesson to share pointers on how to answer difficult questions of the previous assignment given to students. This is to motivate them to come on time for classes.

Depending with the institution’s policy on late coming, the lecturer can give extra credit points for students that attend class regularly and on time.

The teacher should inform late comers that it is their responsibility to get assignments and notes from colleagues after class.

It is also of paramount importance for the teacher/lecturer to come early for the lecture and lead by example.