Many of my students work at full time jobs. Study time is at a premium. I allow time in class to work on my assignments.
My most challenging students are people that loose motivation half way down the road and people that have poor attendance.
Since I was an adult learner once, I can relate to the first group of the students in the way that life sometimes can burden you with so much going on that you simply have to learn to prioritize. Learning to prioritize is a skill that can be used for the rest of your life. I simply ask my students: what you cannot be without and what is it that you really, really want. Now, the first group of things all of us has to have: food, shelter, clothes, car (or means of public transportation), babysitter or someone to care about children while in school-and job or money to support all this.
If you really, really want to graduate and have an education to better yourself in general sense and then better your life and you career (and make more money which in return will not automatically make you happy, just less burden with bills), than you have to find the way to make it happen. There is no general formula that works for everybody; there is just rule that said: you cannot have something for nothing. If that means driving a bad car-drive a bad car. If it means eating 2 times a day instead 3 times-so be it. How much you’re willing to sacrifice determine how bad you want something. So that pretty much answers the second part of: what you have to have vs. what you want to have.
For poor attendance group I try to find out what’s going on with the student (as far as what things in their life prevents them from being in school), and if the reason for poor attendance is simple laziness, then I make sure they know beforehand what the consequences are. If they still not coming, there is nothing else I can do. If there is a problem in their life that prevents them from being in school, I do my best to help them or find somebody that can help solve it.
My most challenging type of student is the "know-it-all." An example of this type of student would be; a student that has a family member with diabetes. They think drawing blood is the same as an insulin injection. And they speak up in class about the similarities. Similar in that they both require a needle, very different in the method, technique, and overall procedure. This is also the type of student who will argue about it because they think they have the real-world experience.
Whereas, I can appreciate the student's perspective, it isn't the healthcare provider's perspective, it is a patient's perspective (in this case, family member). I always allow my students to share their "patient perspective" because we are all familiar with that point of view. We know how it feels to be in an exam room, trying to soak in everything the doctor and his/her staff is telling us. I tell my students that as they go through this program they get to learn a new way of looking at things in the healthcare field. We no longer just see this field through patient's eyes, but now through the eyes of a healthcare provider.
My approach in effectively working with the "know-it-all," is to encourage them to share, but to clearly explain that a patient's POV isn't always the end all of everything in the healthcare field. Having an in-class discussion is a great way to explain a procedure, and share how two procedures seem similar, but are very different. I explain that as a healthcare provider we have the proper training and knowledge once we graduate and have in-field training to then become the expert. This approach of letting the student share his/her experience allows for them to not be afraid to speak up in class, but to also have the oppurtunity to understand there is a difference between the patient and provider perspective and know-how.
I find that challenging students fall into a few categories. First, I have the group who consistently fail to turn assignments in on time. I repeatedly encourage students to communicate with me about personal issues that are preventing their timely submission, and I try to take individual circumstances into consideration when assigning late penalties. Those who do not communicate with me and simply submit late are penalized according to the class policy. Second, I have the group who do not follow directions when completing assignments. I will usually give them a "freebie" the first time and permit them to redo the assignment according to the directions. From then on I expect them to complete work as instructed. Finally, I have my students who neglect professionalism in the classroom. Because I teach online, the use of professional writing and courtesy in all communication and submissions is imperative. Failing to use capital letters and punctuation, the use of slang, incivility in discussion forums, and texting language are not tolerated in my classroom. I remind everyone for the first few weeks of class and then I begin deducting points for these violations.
I agree that this is a great idea. It is right in line with turning off cell phones during class!
This does sound like an interesting strategy. But does once collect the answers to the minute quiz?
My most challenging students are those that are unprepared. There are those that fail to get fully involved in the course. My approach with these types of students has been to respond to their questions, provide details as to what they need to do in their assignments and to check with them regarding their progress. Getting them engaged and aiding them in overcoming whatever obstacles they have is the goal. A little more challenging is gaining an understanding about the reasons for their behavior. In an online environment on has only written communication to work with. One does not want to insult the student or cause any misunderstanding by the questions asked.
Hi Anthony,
Some students are looking for ways to call us out. As professionals we have to try our hardest to produce quality documents.
Patricia
The students that I found challanging are the ones that read the Syllabus very carefully and are trying to manipulate it.
My strategy is to make sure there is no mistake in the syllabus, then I give it to my colleges to read them and see what they think. Then I show it to my director and make sure it is good. Next, at the begining of each course I read it to them and explaine the high lights, and finally get them to acknowlege and sign.
Hi Debra,
Language barrier can be a big problem when students are in your classes. We have to make sure that these students are comprehending and understanding in order for them to be successful.
Paticia
My most challenging students are English as a second language. I spend time with them after class as a group to review content and make sure they understand and don't get lost.
Hi Victoria,
It sounds as though that you may have courses that allow students to work at their own pace, and they can get done early. Or is it that your students rush through their work without taking the time they need to really learn it, and the course is paced by you?
Patricia
Hi Michael,
I totally agree! I really do not care to hear the students stories as to why they need to talk on their phone in class. I tell them that it is not acceptable, and they WILL be reprimanded.
Patricia
Re Sleeping students
I have taught many second career students who come to class full time while holding down a full time job. When I teach theory classes, I make it a point to move around the room and engage students by eye contact and asking questions. When instructing students in clinical, patient safety is a top priority at all times. I have had instances where my nursing student arrives at clinical after a busy 24 hour shift at work (no sleep) and have had to send the student home (scheduling a make up clinical day).
After reviewing a number of the comments, I would add a new category or sub-category- intentionally disruptive students. Cell phone usage can be a symptom of several of the stated categories, particularly the inattentive student and the unprepared student. For those students, the approaches discussed usually work fairly well-stating expectations, speaking with them at breaks, gentle reminders and using humor. But some students believe that they have a "right" to constantly use their phones. The common excuse is the need to be in contact about their children (I am always amazed to have lived as long as I have without being connected to my parents by a phone line). Ultimately, you have to enforce your policies, even if that means removing that student from the classroom.
Hi Joyce,
That's right! Enforce policies! Shame on those instructors who are letting students get away with murder. These instructors are hurting the students instead of helping them. In the real world these folks are going to be expected to follow rules.
Patricia
I have found that the most challenging students are the ones who do not participate or disrupt the class. The way to get students involved would be to form discussion groups so that the quiet students will be able to participate in smaller group. Also, disruptive students will be forced to work with other students and cooperate instead of disrupting the class to get attention.
J. Wright
Because we have computers in our classrooms and there is a strict policy about food and drinks in the classroom, I have a student who likes to challenge me because other instructors have allowed him before to have food and drink in class. But as I have stated; " Do you see me with drink or food on my desk?" "No" Then I expect you to follow policy as I have asked you to and I am not the other instructors" He has complied since then.
Some of the challenging students I have worked with typically tend to fall into two categories: 1) younger students who have not yet had to deal with too much responsibility in their lives; and 2) students who always seem to be involved in a crisis. I have had some students throughout the years who consistently have some sort of crisis week in and week out that gets in the way of them being prepared for class or turning in assignments on time. Surprisingly, these students have been a mix of younger students and older than average students.
Some effective ways I have dealt with these situations is to listen to the students and show some understanding but to also explain to them that things are always going to come up in life, and when they are in the real-world at work, they are going to have to do some prioritizing and figuring out how to manage personal issues along with work/school issues. I work with them to develop a plan to aid them in meeting deadlines for the course. Sometimes just showing understanding and concern is enough to keep these students motivated.
My most challenging students are "chatter boxes" that constantly chatter to their neighbors throughout class discussions(usually about personal matters). I have had some success in engaging "chatter boxes", by appointing them to be "teachers" for exam reviews. As "teachers", they get to select several questions from a review list and they pick a review game, like Wheel of Fortune, Family Feud, Hangman, etc. This method makes learning fun for all and it's a real confidence booster for the selected "teachers". It also re-directs the "chatter boxes'" attention to class-related topics. It's a win, win, win for all!
