Hi Tiffany,
Absolutely! Wondering minds really want to know!
Patricia
When i see that i have challenging students i make sure that i correspond more with them to make sure i don't loose them by having them do research on different projects dealing with the subject that i am teaching.If you don't continue to challenge there minds they will get bored with the subject and won't return to school they will find another facility that will give them what they are looking for to get that stimulation.
Hi Khalia,
Great strategies! I use the same tactics. They work nicely. I also hold a two-hour lab for students on Fridays during nonschool hours for additional one-on-one.
Patricia
Hi Adelaida,
The student that talks a lot and the other problem child need to be spoken to about the conduct code.
Patricia
My most challenging students are the ones who are not as familar with the computer as others. Once I've identified those students usually after the first project when they are working during lab time I match them up with a stronger student or strategically move that student closer to me it usually depends on the situation. After I've matched the students it saves me time spent with them and I'm more available to assist other students whom run into issues. Most of my stronger student usually finish then assignments early and I use them as assistants.
I have 2 challenging students who are going to repeat modules because they did not pass. One student has 3 jobs and is not able to keep up, and the other is just not motivated and talks a lot with this other problem child. So, on my next module, I plan to use the seating assignmen and hope that it will help.
At the beginning of every module, we go over what they're going to learn, what tools they need, which are provided to them, a class schedule/plan which includes dates of lectures, tests, due date for homework, etch. They are to abide by these dates and they are told ahead of time that late submission of work is not acceptable. For the most part they all understand and abide by the rules, but somehow there is always 1 or 2 who don't and the suffer the consequences of repeating the class again. I give them lots of reminders but ultimately they are held acountable for any wrong doing, they are adult and it's up to them if they want to work on a great future.
My most challenging students are those who don't take advantage of the tools I provide for them to succeed in my class. I specifically plan my courses so that students have plenty of preparation time and plenty of opportunities to receive feedback, and when they don't utilize those resources, I have a hard time maintaining my supportiveness. These same students are the ones who frequently act surprised that their final papers don't receive A's when they waited until the week before the due date to start their research, even though their thesis proposals were due just four weeks into the course. It's infuriating! My strategies are pretty straightforward--very clear expectations, calendars with specific dates, lots of reminders. And then, occasional speeches on personal accountability, just in case they don't realize that it's entirely up to them to pass the course.
I teach in the Medical Assisting program. I find that the most challenging students to be the adults who already work in the health field. They have the attitude of "I know it all".They challenge everything you say and show little respect to the instructors by answering cell phones in class, talking out of turn, talking amongst themselves, and down right telling you what they will and will not do in your class. I have went over class room rules the first day of class as well as everyday after that. When students are talking amounst themselves when I am lecturing, I stop lecturing and ask them to summarize the information that I just lectured. I also will schedule a meeting with the disruptive students in regards to their behavior. Sometimes these work and sometimes they do not.
Rebecca
I once had a student who was harassing another student in my class. I quickly reminded the student that he must be respectful of others, letting him know that even though we are not in a classroom we need to respect the classroom environment. It took one email to show the student that he was overstepping his boundaries. On a separate occasion, I had a student who continued to dispute his grade arguing his case and questioning my judgment on the amount of points that had been taken off. I encourage students to look over their work and review their mistakes so initially I was very happy to expand on my feedback and explain the reasoning behind the deductions. I should explain that the dispute was over a few points which would count for no more than half a percent of his total grade. I was very patient with this student, even when he threatened to complain to the administration and request a formal review. I explained to him that I could not jeopardize my objectivity by holding his assignment to different standards. I also explained to him the insignificance of the amount of points he was asking for and reassured him of the unlikelihood that it would affect his overall grade. I also tried to convince him to focus more on learning as a priority. He later apologized for overreacting and began to focus on learning and not his grade alone.
Hi Tracey,
This student should have been handled long time ago. The student needs to be spoken to about this inappropriate behavior, and if the behavior does not change, the student needs to be suspended from school for violating the conduct code.
Patricia
Hi Diana,
Some people are known to be late. I am still try to figure out the magical solution to this one myself.
Patricia
This quater, I had a challenging student. The student and I are related in distance, because of this the student would often feel they need to take control of the class. The student would try to lead discussions and tell me how I should conduct my class. I would listen to the student but immediately remind the student of my position. There are times during class discussions I have even stop talking and allowed the student to continue. In doing this the other students would stop talking and focus onme and not the other student. I would then remind the class of previously stated rules are respect.
There are always challenging students in every class...I found this strategy works well. On the first day, I have the students develop their rules and goals for the course...now the students have ownership in classroom conduct. This gets posted and is referenced throughout the course. Almost always the same rules are developed from class to class...such as, respect for others and cooperate = graduate.
In my culinary kitchen I have students from ages 18 to 55 & they ALL have diverse backgrounds. I can't change how their momma raised them but I make it clear that for the 3 hr & 50 min they are in "my home" which is now "their home" they will cooperate & work indiv & as a team when required for them to progress. Challenging students I take aside day 1 & 2 as I ID them & we usually come "to an understanding". Their is just too much to accomplish for our competencies for me to have to deal with challenging students acting up. If anything continues I advise them that this career may not be right for them & that they may want to take the next 6 wks off & have a think about this & then come back if or when it's right with them; those students realize who is top dog (chef) & they can't do enough for me. Works like a charm & they thank me for the tough love.
I've never tried the observer method of dealing with the center-stagers. I think I'm going to have to try that.
Some of the types of students that I find most challenging are the ones that are either inattentive or the ones that blame others for their difficulties. Sometimes the two types overlap, as the inattentive student tries to blame the instructor for the difficulty of the day. When I find that a class has a student with a tendency to blame others, I have on occasion had a little conversation with them about never being someone else's victim. When they play the victim, they allow the other person to win.
I take my students outside to class time and talk to them. I have found normally one conversation displaying empathy and genuine concern help the students remain focus and interested in course material
Hi Scott,
I have experienced a student who could barely read. At the collegian level, we certainly cannot teach reading, however, I referred the student to a reading specialist. The student eventually dropped out of school due to being unable to keep up because of not being able to read well, and as far as I know the student never got help. How sad!!!
Patricia
My field has a clinical component that not only requires technical skills but strong interpersonal skills. One of my most challenging students has been one who struggled in this area, including complaining about penalties for tardiness and late work. I met with her and explained how the soft skills we were requiring in our program, were also important for success in the working world. We kept with the late policy, I modelled this expectation, she was praised for those times when she was on-time. But, the tardiness really was a pattern in her life that ultimately did affect her success in the "real" world. Anyone else have a strategy they've used in such a situation?
