Taking the classroom management course has really given me some great ideas. It was a challenge this quarter with the student, with cell phones, with late students, with food and drink being brought in the room all in the same class. It was out of control. I set the ground rules at the beginning of class and just a group of students disregarded them but the other students had to suffer. I did bring in the Dean to talk to them and then they settled down some. But from what I learned in your course, I am going to bring the problem students who are in the back of the room to the front, and put in the syllabus that there will be points taken off for cell phone use and food in class. Also I will try to have more activities in class for the students to do to keep there interest. I don't want to dominate over the class but I do want the students to know unacceptable behavior will not be tolerated, and that I am in control over the class.
Hi Becky,
Any time you have a student who comes in with a "real" attitude from the beginning. You need to approach the student immediately so that you can nip things in the bud from the start, otherwise, the student's negativity will spread to other students, and you will have total chaos in your room. You will have no control as you've stated. Do not allow students to control you, you control the students. Let the students know you will not tolerate their attitudes.
Patricia
I had a student who came in with a real attitude from the start. She was a real challange. I tried to use listening skills and let her vent, but as the module stated after a while other students started to chime in. I basically lost controll of my class. I think that walking around the room and having them write down their complaints is an excellent idea. I do feel it will reduce verbal complaints and I can look at them in my office and address them in the next class of appropriate.
Hi Joseph,
I agree listening is a key component to getting situations resolved. It is vitally important to allow students to vent, it seems as though once students vent, the situaton is resolved a lot easier. "Sugar coating" things do not allow for easy resolution; I tell my students to "shoot straight from the hip" with me so that I can better help them. We also have very strict rules, policies, and procedures at my institution. Honesty is always the best policy.
Patricia
Before writing this post, I read all of the previous responses. I agree with all the styles and personally use almost all of the same or similar techniques. As in the course, and almost every post, I feel listening is the key. I have calmed many upset students with a quick one on one talk where they can vent to me, and present their case. Also, if it sounds like they're trying to "sugar coat" the information, I tell them to inform me 100% of how they feel or what happened, without disciplinary ramifications. (We have very strict student behavior and language code of conduct at my school). Letting THEM be 100% honest with me makes the situation easier to resolve.
Hello James,
I follow a similar procedure on the firt day as well. It does not matter what the course is. The procedure is a great icebreaker. I go first--I introduce myself, I give some background information, such as my teaching experience and educational credentials, and I also add a little personal touch by talking about my wonderful family. Students feel more at ease whenever I go first, and then the students follow suit. Sometimes the students tell you more than you really want to know, but it is a good bonding exercise as well. You can learn alot about the student by doing this exercise.
Patricia
On the first day of class, after going over the syllabus thoroughly, we go around the room (small class size of 4 - 6) and tell alittle bit about ourselves, i.e. where we grew up, where we went to high school, current or former jobs...and I always start. This gives me some incite to each student that I can use later to solicit participation in class discussions on certain topics that I already know they are familiar with.
Hi Hildie,
I like the idea of teaching using the table circular method. Adult students really do feel equal when using this method. Everyone one feels apart of the team. The students tend to open up more as well when the circular table method is used. My professors used this method a lot when I was in grad school, and I loved it as a student. It makes teaching really seem more adult like.
Patricia
One of the techniques used at my school is to move the tables in a circle. Everyone including Instructors sits in the circle. It makes the students feel more comfortable speaking to the Instructor. Adult students relate better being treated like an equal rather than the Instructor standing at the front of the room lecturing.
Good information--thank you. You said that you make the computer savy students the captains in group projects. What are some of the other roles for other group members?
Hello Linda,
I tend to use acceleratd learning techniques for students. Ex. In my computer classes, I find the most computer savy students in the class, and I make them captains of group projects based on what I have lectured on without any help from me. Some of my instructors allow the students to present chapters in different courses where the most intelligent student serves as the leader. Some of my math instructors will allow a very sharp math student to explain concepts from a different perspective. Accelerated learning techniques can be made up as you teach. I always make sure to involve students who have a good grasp of the concept to help others.
Patricia
I would like to know more about the Accelerated Learning Techniques.
I find that reviewing the course syllabus regularly decreases the amount of student complaints with work requirements.
One of the best strategies I believe is to be clear on the expectations from day one as well as consistent on how they will be handled. Listening is almost always the first part of the complaint process followed by understanding and then how or if the expectation is being fulfilled. After identifying inappropriate behavior listen to the student's explanation and see if it fits into what you have required of the class. If not, with the help of the student, give clear and consistent direction to the so they will be in compliance. Ask them to repeat the goal and the method to be used to achieve it and give a time you will follow up. Work with the student to be successful not as a barrier to that success.
Stomp out the small fires before they become big.
Address the issues and have mutual accountability between you and your students.
I try to keep students motivated at all times. When sudents are busy doing exciting and challenging work in the classroom, there is no time for complaints. When a student is challenged, they tend to work harder, consequently, the results are always positive.
I have found that having an open door policy has had the best effect. I have also changed from my suit to jeans and a sweatshirt and have gone into the classroom to show them I want to have an "off the record" discussion
I generally open class with a discussion about how they feel about a current event or something I read in the newspaper. My goal, too, is to get them to read the local newspaper (or any newspaper, for that matter). I do not spend more than 5 minutes on any issue and it is a perfect ice breaker to get the class going, especially on a Monday morning.
Hello Jennifer,
How much class time is used to talk about things other than class work, and generally what kind of things do you and your students talk about? How do you build a rapport with those students that only want to talk about the class work? My favorite motto is, "A student doesn't car how much you know until they know how much you care." It is super to have a great rapport with your students, but you as the instructor must know when to draw the line.
Patricia
Some of the things I do, in class, to reduce student complaints is talk to them about things other than class work; trying to create a friendly rapport with them. I find that if they know I care about them, as an individual, then they are more likely to be understanding in the class in other areas.
