Sometimes when I have a difficult student I like to give them a job with in the classroom. For example in a culinary lab I would give them the task of becoming kitchen manager for the day which basically makes the student my assistent for the class. I have found that they become more engaged and less of a distraction.
I try to understand their veiwpoint by seeing how they feel about something and why. By relating to them and not condemning them helps build a bond with them and the rest of the class so they become more involved and less negative.
I feel that direct acknowledgement of this student with exactly what you expect seeems to get their attention
I am a new instructor and have not really established a 'toolbox' of techniques as of yet. I am learning every day how to handle difficult and disruptive students. I recently have a student that has been acting out in class, and when I try to redirect her she seems to think that I am unfair and will run to the Director and complain. I have been feeling that she is just asking for more attention. She is habitually late for class, offering excuse after excuse, she is not in uniform and then thinks I am unfair when i have to give her make up assignments or advisings. I am starting to get frustrated, She is taking up alot of class time and the other students are taking notice of this. What do you suggest?
This forum was very helpful. I will be sure to utilize some of these solutions. I have at least one disruptive student each term and working an in accelerated learning environment time is important.
M Malloy
I agree. During my years of teaching, I have found that students who tend to act out in class tend to be in need of attention. Therefore, I started only giving them that attention when they did something well and not for doing wrong. It sometimes also means something is going on in a different aspect of their lives and they feel out of control and need someone to talk to, in which case I allow for them to open the doors of communication outside of classroom time to discuss any issues with me. This has worked for me for teaching from as young as pre-K to as old as our career college students.
Can't fix the problem until you first correctly identify the problem. Can't turn a flat head screw with a phillips screwdriver. Once identified then the healing begins. The bored students I like to get involved in review games of tieing in previous material to current material, perhaps with a dice game. The know it alls I bring in on how successful they will be with such knowledge and passion in the industry. I just try to keep them open to learning more.
It all depends on the statement of diffficult student,If it is a know it all student I use this to my advantage First of all they are looking for attention so I will use the student to help with group projects to help them with there need for attention. Second they are trying to feel they are better than the instructor so I will use this to allow them to prepair a discussion for the class and let them try to facilitate the discussion and I am the student.
I will try to find out their past experiences & try to involve those with what we are learning. Sometimes you can use that information & use it as relavent material to assist in making a point or what the other students might experience in the field.
Identifing and acting on a problem from a student as quickly as possible is key, but every now and then you get that speacial one who does the same thing day in and day out. Finding if this is just a learning problem or one who wants to see how much they can push the envelope and get away with.
When working with a difficult student and sometimes a difficult lesson, I have found that a state change work well. The student/s that are distracted will be ready to creat a distraction that will not be avantagous to the lesson. I use this as a notice that a state change is needed and it is time to move into a different enviroment, I take this time to go out into a lab area to let them explore our learnings in a superivised enviroment/lab, rather then just taking a "nature walk".
I agree, Errol. Boredom seems to be present in at least one student per class, so I'm on the lookout. Creating a challenge for them, as you say, is very positive and not demeaning, as it would be if you simply called them down for their behaviour.
With the changing lifestyle expectations and student population variances we often see some very challenging student situations. My background in college and life experience has helped me use some counseling techniques with some of these situations. Often simple things in the class like clear objectives and clear learning goals helps the students stay on the task of learning. Breaking up the class time with reinforcing labs on material just covered helps keep the students highly motivated. Also changing lab group members often allows everyone to see themselves as part of a team. Probably the most effective thing is positive praise for action: asking questions, making comments and suggestions, and finishing tasks and labs.
There are different types of difficult students. I will identify the problems as soon as possible and address it accordingly. Letting it go for too long affects the whole class.
Each student is different and requires a different way to respond to learning. I try a number of ways to assist the student and get him/her started including peer help. Sometimes just after class help and walking them through the work a few times to built up their self-confidence helps them get going.
Absolutely the best approach,Errol!
Certainly challenging a difficult student is not appropriate but reenforcing their skills and reaffirming their abilities is sometimes all they need.
Keep up the good work!
Jane Davis
ED107 Facilitator
Absolutely James - you've got the right idea!
Keep up the good work!
Jane Davis
ED107 Facilitator
Hi Terry!
As I continue to express, difficult students are looking for positive reenforcement and affirmation of their skills. Once instructors find an equalible way to treat all students, then successes occur.
Keep up the good work!
Jane Davis
ED107 facilitator
Very good strategy chuck!
Most difficut students - as well as other students - are looking for positive reenforcement and an affirmation of success.
Keep up the good work!
Jane Davis
ED107 Facilitator
I like to get the disruptive student involved, I try to get his or her point of view on the subject matter. I like to challenge the student, especially if he or she seems to be bored. In those cases creating a challenge for them through questions or an activity seems to wake up their creative juices and get them refocused on the subject matter and get their attention back on track. I try to re-enforce their learnings by letting know what they are capable of doing.
