My most challenging students are those that are still acting like Junior High School Students--that is, not even High School caliber. Though very few, and far between, they are the ones that cause me to work hardest. I have to really think about ways to help them to see the relevancy of the material and how it is important for them to pay attention. I try to come up with ways to bring them in to our class discussion. If I can get the students talking about the subject at hand, then I can pretty much let peer pressure do the rest. The bottom line is that they still are adults and most often that kicks in and they seem to mature--at least for the moment.
December 16, 2011
In the ‘classroom’ portion of my course, the challenging student(s) I’ve encountered are typically ones who struggle with comprehension and/or math. A lot of the work done in the classroom is blue print interpretation and ‘pipe take-offs’ which are all math with fractions. These are the ones that I observe ‘drifting off’, on their cell phones or copying answers from other students without doing any of the work.
When this is observed, I make my way over to the table they are sitting at and hover there for a moment. At times, I see them trying to make themselves at least appear ‘busy’. If I see them not responding to that subtle hint or it is obvious they are struggling, I will stop by other tables and engage with the students there, then return.
When it is apparent that I can tell they are having a hard time, I just say, “I see that you are stumped on this one, let me go over it with you.†Then I have them show me how to work the problem. This is when I get a clear understanding of ‘where they are at’. Then I spend time helping them comprehend the material and how to approach it. I stay with them through a couple more questions.
If they still struggle, I begin from step one, time permitting. Otherwise I suggest that they come in early the next day to spend some time with me for a review. This way, we have identified an understanding that the student is struggling and it allows that student to ‘save face’ without being isolated.
Regarding the ‘shop’ work, once I discover a student that is struggling and chooses to either disappear from the lab during that period of instruction or opts to not even show, I encourage some ‘One on one’.
When that opportunity is available, I get into detail what it is that's keeping the student from performing. With that as a platform, I get into the booth with the student and spend time getting them comfortable with the part that is causing them angst. It is then that I see them returning to class with a better outlook.
JFO
my most challenging students are the ones that don't meet deadlines and then give excuses about why it is not completed. I have to constantly push and take away points from the due assignment. sometimes, depending on the circunstances, i have to give an "F" and do a change of grade form if they turn the completed assignments in within (2) days or so.
My most challenging students are my working students that have families. I have to be flexible and ask them to communicate well with me. It takes a balance between the two of us.
Hi,
Hard students in my opinion are students who don't show any interest in the subject you're teaching and are always occupied with something, rather than paying attention to you...
Hi Deb,
I preach the importance of attendance to my students. I let my students know that an employer would rather have an employee with impeccable attendance than to have a 4.0 GPA student with awful attendance.
Patricia Scales
As the extern coordinator my most challenging students are the ones with attendance issues. For some it is "always something", the kids are sick, the car broke down, etc. Once these students exhibit this behavior, it is important to get them to understand that attendance in the working world is sometimes even more important than job skills. A person can be the best in his field, however if he is not at work, it really doesn't matter.
If the behavior continues after the initial meeting, I have the choice to bring the student back to campus for a course on "Professionalism". Oftentimes this is all that is required, as this is a week-long course and requires essays to be written. Many times the student returns to her extern site (or a different one) and is hired.
Hello Yulong,
You make a good point. Most adults know that they have enrolled in a program voluntarily and are mature about meeting course requirements. Once in a while,however, there are exceptions. And, I agree, in those cases it is necessary to remind them that the standards that are applied in their coursework are parallel to the standards set in the workplace. Moreover, by applying themselves to their coursework, they are learning positive work habits that will lead to career success.
These are some of the ways that I've found to engage challenging students.
For those that are not submitting their work, I send friendly emails to remind them that they have not submitted a particular assignment. Most of them respond, making it easier to connect.
Of that group, those that feel discouraged may just need a few words of encouragement to motivate them.
My students are adult learners. Sometimes one of them indicates that they feel overwhelmed by the events in their lives. I let them know that I understand how difficult it is to work full time, meet one's family obligations and complete their school work in a timely way. I may it clear that they still have to meet the requirements of the clas in order to pass, but that I will support their efforts. I ask them to come up with a schedule to get caught up and to send progress reports periodically.
Those are some of the things I do in working with challenging students.
Out of all the experiences I have had with challenging students, it was always because I was not willing to go along with their excuses for not completing the work. I stick to my guns about the rules and expectations in the class. I also give students a calendar that outlines the assignments for the entire quarter. I also developed a student portal where I post missing assignments, video links, and announcements. I do all this to eliminate any excuses students may have for not working.
I sometimes do not understand where the lack of respect comes from.
how do i deal with the student that gets off topic all the time. the subject matter is related to what we are talking about (it is related to a personal experience), but it is not adding to the discussion or can be racist, bigoted, etc.
I teach adult learners. The students on the margin of my classes are the most challenging. They are the ones not submitting their work, or submitting it late. They may feel discouraged, be overwhelmed with the cicumstances of their lives, or just uninvolved. For whatever reason, my challenge is to connect with them, at least enough to get them to engage the material.
The most challenging student I've had challenged just about everything I said during a class. At first it was fun to confirm myself. However, it got old quickly. I stuck to my claims and told him that if he wanted to discuss his concerns in greater detail we could do so after class. After that he was "satisfied" and I had no more issues.
The most challenging students are the ones who have been out of school for 10 years or more and attempt to use that information as a crutch as to why they cannot finish assignments in a timely manner. I remind them that it is still there responsibility and duty to complete the assignment on time and that I have office hours if they need additional help.
Hi Paula,
I like how you include professional dress in your curriculum. Students need to know what professional dress is or at least appropriate dress for their line of work.
Patricia Scales
I am in agreement as well. My current student population is required to wear scrubs for their classes, yet when I teach the interview portion of career devlopment, I have them arrive individually dressed in what they deem appropriate for the setting. Comments are offered regarding jeans, low cut blouses, sandals.
Those students who are truly not living up to their potential. As an instructor, knowing that they should commit more time and effort to the learning process, and doing such would result in mediocre grade results into above average if not outstanding. I would anticipate that commitment to this level would continue into the world of work. I have refused to accept improperly completed test materials in which the instructions were outlined, and have noticed that the quality of the presentation has improved.
I have experienced this as well in my career. I also have additional study questions for these individuals. Love the idea about peer tutors. Many times I find the tables are turneed in the lab setting, and the tutored becomes the tutor
Hi Cassie,
Students get it. They know when the talk is geared toward them. Sometimes I have found that a private one-on-one conversation is more effective than addressing the entire group.
Patricia Scales
Hi Bruce,
I understand. It is amazing that there are those students that can go through the motions and get the correct answers, but they do not know how to apply what they have learned.
Patricia Scales
