Strong Personalities
How do you handle a student who tries to talk over your lecture because they have worked in this field before and think that their ways are better??
Jim,
Those students pop up and present challenges. The key is not to give them an audience within the school setting. A student like this is seeking recognition for something and generally will not respond to conversation with school officials and instructors. My experience is that they go away rather quickly once they have vented and see that there is not going to be a response or that they are not going to get the recognition they are seeking.
Gary
Gary Meers, Ed.D.
What of the student who vocalizes and comments on rant and rave blog a constant stream of negativity, insults t the school, and unwillingness to take part in any classroom experience 'outside the box' by simply leaving along with the pronouncement that this is a waste of my time, I'm not staying'.
Jim
I like this solution. This is a topic that I'm concerned about and will be paying attention to this thread.
I would first allow them to make their point and then if I am not sure how to respond, I would allow feedback from the class and ask them what do you think about the comment as far as any additional knowledge to add. I have also told a student that they made a really good point and just move on to a new point.
Nathan,
This is a challenge that many instructors face and it can be tough. Helping the students to see that you have content to offer that will aid in their career development must be done in a way that they see value to the knowledge and that it adds to their career expertise. Sounds like you have a clear idea of what this challenge is and how to overcome it with your students. Keep up the good effort you are making with these students.
Gary
Gary Meers, Ed.D.
I have a special challenge with this area. Most of my students are younger than me and with less experience. However, there are a few experienced LVNs that has worked for as long as I've been alive. They come across the classroom as the "experienced nurse." Even with new knowledge, they make their preconceived assumptions about the content and relate it to how work in the past. I always have to bring them back to why they are in school, to further their education and advance their nursing profession to the Registered Nurse level.
Michael,
This is a delicate balancing time for students. They are almost there but are still students and do not have the experience base from which to make certain decisions. By you helping them to look at other scenarios you are expanding their knowledge base in relation to the current situation as well as situations they will encounter in the future. This is a great way to get them ready for transition to their careers but not before they are ready.
Gary
Gary Meers, Ed.D.
I work with individual students in a clinic setting and find some students who are feeling accomplished start to tell the Professor what they feel is important and stop listening to the Professor suggestions to what is important.
Without trying to squash their confidence. I try to point out some scenarios as to why what they are suggesting might be short sighted.
We try to build confidence in students but the ones getting close to graduation are sometimes getting "too smart".
Adam,
Like your suggestions for handling students with strong personalities. This way you maintain control as the learning leader while helping them to be a part of the class and contribute in their own way.
Gary
Gary Meers, Ed.D.
When I have this happen, typically I have had a preview of the student's history (by ice breakers, etc before class starts, so I can know what to expect).. I also lay down rules, one specifically mentioning to not "try to trump" the instructor... mentioning that people make mistakes, and if I am heading down the wrong track on a topic, professionally backing your self up while correcting my comments with founded knowledge is sometimes acceptable. I also will stop and permit the student to state their proposed "better way", and I see if I can support their statements (I'm in Information Technology, and there are many ways to accomplish the same goals)- this is an advantage for this field. I finish with stating a "best practice" method that accomplishes the goal, thank the student for their input, and move on in my lecture.
Duanna,
First I talk individually with that student and let him or her know I appreciate the knowledge and experience they bring to the class. Then I tell them that as a courtesy they need to let me be the learning leader and let me manage the class. Generally that will work. If not then I let the student know that they are going to be able to speak in class only when I recognize them as I cannot have them cutting out the other students in the class. I have put such students on a card system where they are allowed to ask a question only after they have written it down on a card and given it to me. (Note: This strategy is to get them to slow down and take the effort to write the question or comment out rather than just blurting it out.) Lastly, if all the above does not work I have removed such a student from the course as I will not let their lack of professional respect for their colleagues and myself deter the learning of others. Tough call but I have made it on a couple of occasions.
Gary
Gary Meers, Ed.D.
