stress in the classroom
I am ok with all of the lesson planning, lectures etc. However, I am having a hard time associating and reasoning with the stressers associated with a noninterested student. I let it get to me when a student shows no interest and appears to be elsewhere. I have tried to come up with fun and accommidating ways for this student to bring him back to the classroom discussion. Help
I always try to bring new strategies to the table. I think that a student seems non interested because they are not being challenged. So I always try to give those students an important task each day, like writing out the class schedule on the board. This will make them feel like they are doing something important, and that without them the show can't go on so to speak.
I agree Marvin! I teach in an accelerated RN program. The combination of the extreme stress from this program, along with the multitude of personal problems that many of the students are experiencing outside of the classroom creates insurmountable stress and anxiety for the students. I make sure at the beginning of the program and my course specifically that they are aware of my availability for one to one sessions related to both classroom and personal issues.
Lillian, So true. I should note thought that sometimes my outgoing students can dominate the conversation. When this happens, I try to encourage my more soft spoken students to participate too.
Dr. Melissa Read
I agree with using small groups for projects or to cover specific class material. It helps redirect the uninterested students, and the more outgoing students answer/explain questions some students are too embarrassed to ask in a large class setting.
Dodi, It's tough to choose where to focus our attention. Some of our students easily manage themselves, while others need special care. While it can be tempting to give more to the ones who need more, a balanced approach is fair when in helping poor performers and stars who could really shine with extra investment.
Dr. Melissa Read
Steven, So well said, we never really know why a student has his/her own stress, and when they do, it will usually end up affecting their daily lives no different than our own stresses.
We as educators can look at it from their perspective and try to be the mentor in the situation.
I also like to add laughter to the learning environment, but I too work hard at the LINE in the sand for professionalism to be a priority.
then the students can learn in a relaxed yet still have clear boundaries atmosphere.
I try to stay focused on the students that are engaged,however, I will approach the student that is not over a break and see what is going on with them to see if they are not interested in what we are discussing or if something else is going on.
I totally agree that laughter is always good, and it does create a more effective learning environment. In addition, in a career college such as this, it always help to engage the student by asking them to picture themselves in an actual work environment and role play different senerios that might occur. Usually they are motivated to show others how they would handle the various situation.
I use to feel this way as well Julie. However, I decided a year ago that I was not going to wrap myself up in another student who does not care about their education. Instead, I decided to invest my time with the students who want to better themselves.
Steven, It sounds like your students are lucky to have an instructor like you. Laughter does drive interest and engagement. You may find that students are learning better when you use humor because your course content is more memorable in that context. Understanding student esteem is also critical to learning outcomes. Finding ways to build esteem through class participation and feedback can serve your students for a lifetime of learning!
Dr. Melissa Read
I always try to add laughter to my classroom.
Laughter is good medicine. It tends to unplug stress in you and your students, and gives your students a sense of togetherness, as they have your sense of humor in common. There is a delicate balance to adding laughter to the classroom and having that laughter get out of control, so be ready to bring your students back into focus quickly.
I'm always on the mission to build self-esteem to my students.Students who suffer from a low self-esteem will sometimes opt themselves out of even trying to learn in the classroom. If they live in a home environment where all they hear is that they are stupid, they will start to believe this, and the effort will dwindle. Try some activities that help build a child's self-esteem, such as looking for ways that students can have leadership roles in the classroom, talk to students one-on-one and show an interest in their work habits, and incorporate easy questions into tests, in-between harder questions, so students with a low self-esteem can feel good about their answers.
I have found most of the time when a student is having an issue focusing on the subject matter I am covering its has nothing to do with school, but more along the lines of personal issues, money trouble, problems at home, misbehaving children. I have been sucessful with refocusing their attention by having a one on one chat with them and showing some empathy to their concerns, and reminding them why they are in my class room. Students are people to, and they have troubles just like all of us and knowing someone cares and listens seems to always have a positive effect.
Gayle, These are great recommendations and it sounds like they have worked well for you in the past. For me, sometimes simply asking about why someone is not interested in my class is the best approach. With some students, this approach can open up a helpful dialog that ultimately gets them on the right track. A lot of times, I simply could have never predicted what the issue or distraction truly was.
Dr. Melissa Read
In my opinion, you need to recognize that the reason he may have no interest is not because of you or your teaching technique but rather, the subject material in itself, has possibly caused his disinterest. Try separating students into small groups to work on projects that will require him to have to be actively involved. Feeling that his input is valued and important to the overall completion of the task may help him to want to become involved. gac
Jan,
I so totally agree! This is one of two most frustrating classroom problems. I cannot control other's motivation and drive. I try to step back and see what the overall drive atmosphere in my classroom is. If my students are engaged as a whole, I accept that as evidence of a good class. My other frustrating classroom experience is the student that does not want to accept any personal responsibility for learning. I can teach, tutor, explain, and show, but learning is up to the student! Some days that is a difficult concept. Teaching can be challenging.
Cathy
I try not to wait for the student to ask. An observant teacher will seek out the stressed student.
James, sounds like wonderful direction. Sometimes we are the best people to help our students and sometimes we're best to just point them in the right direction. We are effective either way - as long as we are getting them the help they need.
Dr. Melissa Read
When I have a student with a problem I will ask if I can help him in any way.If I can i will sent him to a person our place that can help him
This is a hard one since you will have those that are very interested in the learning process. I tend to take "interactive" breaks in lecture times to pull the non-interested student back in. this may include watching a short video of the recenlty reviewed points and then asking for opinions from each student.
