Challenging Students
I found this particular information very helpful. As a new instructor, I have been observing in classes and have seen how some students like to be "center of attention" to the point of other students showing facial frustration. I plan on using these techniques when I begin my own classes in a few weeks and hopefully creating a balanced learning opportunity for all students. Stay Tuned!
Cynthia,
Similarly, the student to likes to be the center of attention is the concept that was the most prevalent in my mind. The center of attention student can definitely be helpful. Eventually, when as an instructor you want to determine the current understanding level of the class, the center of attention student can monopolize the responses. These monopolized responses can cause a misrepresentation of the knowledge and understanding level of the class. The role of observer makes sense, but with adult learners, it is very easy for the student to realize that they are being asked to stand down. An approach that I have on this topic is to go around the room, counterclockwise and ask questions. Customarily, the student that gets the answer wrong every time or more often, is the one to focus on to help them understand the concept. Often, when one person does not understand a concept several other students don’t as well.
Hi Brenda,
One minute summaries are very effective, and students tend to enjoy them.
Patricia Scales
I also liked the idea of the one minute summary at the end of class and then allow time for discussion.
Brenda
Hi Marcia,
Giving a quiz at the very beginning of class and not allow students to make up the quiz really encourage students to be punctual and have good attendance.
Patricia
I found this section to be very informative. I would have never thought of giving a quiz the first day. This will also be useful for those who arrive late; if you are late, you won't get points for a missed quiz that is at the start of each class.Unprepared students have learned a bad habit, and like all habits, you need to be consistent for 30 days to make the behavior change.
Marcia
I have been instructing college students for a number of years now and it never seizes to amaze me how the “difficult student†challenges me just as if they were the first one. I always try to follow a set of class guidelines starting with the pace of the class. Slowly paced instruction and unplanned time periods are problems waiting to happen for all students, but they are especially deadly for challenging students. Effective, appropriately fast-paced instruction will prevent many problems from occurring. For me it is imperative to not only have the current day planned out, but the entire week. I never know how quickly one class may get through the material. Regardless of how much I plan out a day, it never really goes just as I had planned in the head. Expect the unexpected and be prepared.
When as issue does arise, bargaining is not an option. The challenging student is very adept at bargaining and manipulation. Success in bargaining only increases the chance that they will a repeat offender. I find it is important to be firm in term of implementation of consequences so that the student learns that they can't manipulate the situation and get away with their actions. In a sense, as an instructor I am the captain who is in charge of the platoon, if I start taking direction from every other soldier I lose all authority and respect. Theodore Roosevelt said it well “speak softly and carry a big stickâ€. With that stated, when an issue arises and disrupts the class is important to criticize the action, not the student. There is an important distinction to be made between letting a student know that disruption is inappropriate and not allowed and telling them that they are a bad person for this action. As a canine obedience instructor, I approach the “problem child†just as I approach training my dog (not to say that students are like animals). If my dog chews up my shoe I am not going to call her a stupid bad dog, I take the show away from her and simply say “NO†and replace the shoe with an acceptable toy and then praise her for playing with the new toy. I discipline, repremant and remove the “bad†behavior (vocally works best for my dog) and then I replace and praise the desired behavior. This is the same action that should be taken in the room…..discipline the action. Take action promptly and effectively……don’t ignore problems. They won’t go away. With that stated it is also important to bring classroom management problems to the attention of the class. Deal with individual problem students in private, or in a way that does not cause embarrassment.
As I continue to ramble on, I will also state my methods for maintaining general classroom management. I find it imperative to communicate my expectations. Expectations vary from instructor to instructor, so leaving no reason or excuse for not know, I explicitly address administrative issues, but also address what I expect of my students in terms of their conduct. I recognize that students will have different cultures and backgrounds will expect different kinds of classroom milieus. Consistency in organization and structure is an absolute must. I always mentor new instructors by telling them to teach in a way consistent with your values and natural style. This will helps you be more natural, and more consistent. I also remind them to be flexible, if there style fails to reach the students in their class. If I only provide one tip in my whole dissertation that I just wrote that is “BE FLEXIBLEâ€â€¦â€¦.what works today, probably won’t tomorrow.
Hi Cynthia,
Some students are aggravated by "center of attention" students. The instructor must deal with these "center of attention" students quickly and swiftly.
Patricia
I also have the same problem with a couple of center of attention students. I have to keep them busy and be in control. Maybe I will try assigning the role of “observer†to the center-stage students and see how that works out.
