The transition from High School to Career College is a tough one. Most students see this as another teaching environment where they will be fed the information, the reality of learning to learn is a tough concept.
When I detect a student appearing to be disruptive in some way or who wants to see if they can get the instructor off track when certain material is needing to be covered in a specific period of time, I will generally invite this type of center stage student to a one-on-one discussion in private and address the issues which need to be addressed. This tends to cause this type of student to realize what they need to do to avoid any more of these one-on-one discussions in the future if that possibility exists.
My most challenging students right now are ones that have taken the course already and feel like it is "wasting time" to take it again. I try to make the lesson different than how I think it might have been taught previously. I also have a few students who want to "get me off track" and ask questions unrelated to the subject matter. I then use that time to somehow relate what their question is to what we might be talking about.
Hello Robert,
Students right out of high school can be challenging. Some do not get it that they are no longer in high school; they're in college. I found having a firm private conversation with these students normally work. Group projects tend to work well. It is amazing what can be learned from a group project and most students like working in a group.
Patricia
I find the students fresh out of high school to be the most challenging. I give my students assignments but I break them up into groups. I found this to help students hear what others have to say about a question.
Hello Linda,
I too have students that ask so many questions or want to repeat important factors. When I determine those students that have many questions or love to repeat important factors, I have a private conversation with the student. I tell the student, I am excited that you have many questions, and I truly want to answer all of your questions, however, you must limit your questions while we are in class, and I need you to ask questions only when you don't understand because I am dealing with a very tight time constraint to get all the material covered. I also mention to the inquisitive student, you can stay after class and entertain me with as many questions as you'd like or repeat important factors because I certainly am here to help you. Whenever the student determines that he or she has to stay after class to have all of their questions answered or repeat things, then their questions and repetitiveness begin to decrease, and he or she asks good questions or repeat important factors only for clarity because he or she is on their own time now.
Patricia
My most challenging students are usually the one that ask so many questions, or wants to repeat all the important factors in a class. The ideas you have will surely be helpful.
Hi LaDonna,
By using the ideas suggested, they will help with this center-stage student. I teach all computer classes as well, and when I have a center-stage student in my computer classes, I sit the center-stage student in the middle of two unwit computer students so that he can help the two unwit students stay on task. I have a conversation the wit computer student before hand, to let he or she knows that I want him or her to make sure that the two unwit computer students stay on task. He or she will be the helper for the two unwit computer students. This will keep the center-stage,wit computer student busy, and make him or her feel very needed and important. He or she will have alot less time to become center stage. This tatic works extremely well for me. You need to try it.
I have a center-stage student that is most challenging. I definately will use the ideas that you have given in order to keep this student well-occupied. Only problem is I teach a computer class and this student is very computer wit. Any other ideas or suggestions would be helpful.
Hi Deborah,
As a seasoned instructor for nearly 18 years, these strategies are very effective when dealing with unfocused students. The minute you have determined that a student is unfocused, you need to deal with the situation immediately. If you do not deal with the situation immediately, the situation will only become worse, and then too, unfocused students will do whatever an instructor allows them to do. Make it known to the unfocused student, that you really and truly care about their education, and you want to see him or her succeed. Generally, whenever a student determines that the instructor truly cares, he or she begins to shape up.
Patricia
As a new teacher I will use the strategies in my classes when these students pop up.
Hi Pam,
My institution has an age range of 18-60. I have experienced the same as you have, having some students right out of high school and others are of retiring age. I generally have the most challenges with those students right out of high school. The students right out of high school still seem to be a little immature and somewhat unfocused. I typically see right after the first test if the score is low, the student right out of high school seems to become more serious. At times, I have even had to have conversations about getting foucused.
Patricia
Our program has a wide age bracket of students. Some are right out of high school and others are retired and beginning a second career. The students I tend to have the most conflict with are the younger students. This problem is usually solved with a change in the seating chart.
Hello Godo,
I can attest to the language-challenged student. If there is a language barrier, it can truly make things challenging for the student, however, I have found for the language-challenged student, he or she tends to really focus on the concepts being covered. It appears that the student is listening very hard because of the challenge. I have four of these students this module. I've determined that I listen very hard as we are conversing, therefore, it can be challenging for the student as well as the instructor. I too generally have more one-on-one with this type of student. I also have noticed that the language-challenged student likes to hang around to converse with the instructor after class is over.
My most challenging students, are usually language challenged ones. My experience has shown me that careful and indirect encouragement to discuss their class situation and concerns one on one with me, makes a big diference and results in great improvement.
Hi Tom,
In most cases my most challenging students are generally the ones right out of high school, therefore, I can agree with you, however, from time to time you get some older students that can be challenging as well. Currently, I have a student right out of high school, and I was able to determine very early during the module based on her actions. The most important thing is that you must get them to understand that they are in college now and not high school, and they must take a serious and mature approach to their education. I am sure you can attest the strategies mentioned are very helpful.
Patricia
