I also tell them that they need to leave the classroom if they need to take an urgent call. The problem is that some of them think every call is urgent, and the traffic in and out of the classroom can get excessive. So now I tned to stress that they are not to be taking calls except for real emergencies, and that if it is so urgent that it cannot wait until the next break then it is probably urgent enough that they will need to leave school for the day to attend to the situation. that did help to curtail a lot of the calls.
I am curious....do you ever take their phone away? Would this be an effective strategy, or more detrimental?
Hi Diana,
I hear you loud and clear! It certainly is a challenge to figure out quiet students. I make it a point to go out of my way to try to develop a relationship with my quiet students. Some quiet students simply will not let you in. As educators, we have to try everything that we can to bring them out of their shell. I don't wait for them to come to me; I go to them.
Patricia
My most challenging are the quite ones - you know the ones that come to class, don't say much when they enter the class, don't participate in the discussions (unless called upon), and really don't make alot of noise inside the classroom. It difficult for me to tell if these students "get" the material, if they have questions (because the generally don't ask me), or if they aren't enjoying the class (because they don't say). These are the students that fall out of my classes and I really never know why. I can control the talkative students and those that have an opinion about everything! But the quite student, just sits there.
The blaming others student. The most effective way I have found to assist in resolving issues you address with them are to always identify to them you are not addressing them as a person but the action that has taken place. At thast point it reflects some ownership back to that person as the only one that commited the act is the one I am speaking with. Upon the deflection of others with the statements of "...made me do it" or "I only did it because..." I reassure them of their own responsibility in responding to an issue or concern regardless of the prompting issue they are discussing.
Hi Mark,
I certainly understand your challenges! Great way to handle these military folks. It sounds like you handle them very tactfully and professionally.
Patricia
My most challenging students are the ones that are described as needing attention. I like the card idea but hate to limit the number of times others can comment. What I tend to do in class is ask a question and then say what do you think, fill in the blank of another student that doesn't get to speak much. This tends to help because if the other person begins to talk they usually catch themself or I will let the talker answer then ask again what the non-talker thinks....this seems to work but it is trying.
I may try the card idea if I get a class with majority of talkers just so we can get through the chapter.
For me, the biggest difficulties come with students who are well beyond the subject matter in academics and life along with 'passed along' students that in no way have the basic skills to be successful...
I teach mainly to audiences composed of international military officers. Since these students come from varying degrees of experience and training the most common challenging students are the "Center Stage" types. They are type A personalities and are normally among the highest ranking students in the class. They love telling "war stories" and want to show the rest of the class that they have had a lot of experience. I deal with them by letting them know that I appreciate their input and admire their experience, but that they also need to give others in the class a chance to contribute so that they one day may be like them. This strategy strokes their ego by praising them in public, but also plays on their sense of professionalism. They realize that part of being a good leader is the ability to listen and to allow others to have the chance to learn.
My most challenging students are those that do not see value in the well rounded education approach. At a career college, students came to learn the skills for a specific career and they do not often understand what sociology has to do with writing computer programs. I see it as my job to get them intested by having them apply the concepts in the course to their own lives. I do this through discussion and assignments.
Students who use joking around in class to distract their peers. Also cell phone use.
We have a student handbook that clearly specifies in writing that students are to be on time to all classes and learning sessions, attend all classes, and are to powerdown their cell phones when they enter a learning environment. I review these expectations and consequences at the beginning of the course and follow up if a student does not follow them. I have found that students do the right thing when they know what the right thing is!
I teach in a institute that has very strict rules on cell phone use. At the beginning of class Ill pull my cell phone out and remind the students that "we" need to remember to put our phones on silent and if anyone is expecting an imperative call please let me know. I find that by using "we" it shows that they are not the only ones who are held to the policies and also builds a feeling that there isnt a hierarchy in the classroom.
Cell phones and discussions between students during the lecture can result in points being deducted for their grade. Also, stated in my prospectus that no cell phones appear outside of their person such as purse, book-bag, and pockets while taking a test or quiz – it will result as an “O†for their grade. I understand about family and emergencies if they need to answer – they must come to me before the test and tell me of their situation and I will allow them to stand up in class – walk out the door and answer the phone, if necessary and then come back into the class. I teach computers and the different software so they are not taking a written exam such as multiple choice or true and false. They are working on projects. If I give a written exam they are not allow that privilege.
Sometimes if students are having several different discussions at once while I am lecturing I will close the door and ask them if they want to learn how to do it right or do they want to learn on their own without assistance from me. Usually, the students want me to complete my lecture and assist them, if necessary. I will answer questions over and over again until the student understands what is required. I will explain in different fashions to get the point across.
Hi Shirley,
I like set protocols. You really put it back on the students. We have similar protocols at my institution. Students need to realize for every choice there is a consequence.
Patricia
Our program has set protocols for late or missed assignments.
For instance, quiz cannot be made up. late assignments have points deducted for every day they are late, major tests can be made up within 5 days of the original date, with an automatic 10% off the score, etc.. it totally has to be on the student and they will ultimately get the grades they deserve.
I agree that for the student that has excuse after excuse not to get work completed, some type of penalty or consequence must take place to set example for other students.
challanging students who are unprepared and ready to quit.
evenn though they are unprepared, they are eplained thew need to understand the topic-the AIm and the various small topics under which the main topic addressed. th dstudents are asked to write down the views about each sub topic at the
end of subtopics which would be considered as extra credit/bonus points.tjhis keeps the class focused een though unprepared. the ready to drop students sometimes have personal issues which are best addresed by brefering them to
student counsellar.the issues relating to stiudies like topics seem beyond scope of understanding or discomfort weioth subject can be addressed by understabning student capabilities and doing after college extra class
or takling help of rotating students to the clkass of other teachers to see if the change can bring any improvement
Most of my challenging students are the "center-stage" students. In order to address it, I often pull them aside and discuss the issue.
As a math instructor, I assign a good deal of Homework for practice. My most challenging students are those who do not take the time to complete their Homework assignments. In such cases, I emphasize that math in an "active" (not passive) learning experience and I try to design assignments which are as interactive as possible.
