My most challenging students are the "know it all's" who come to class thinking just that.
I call on them as appropriate but also call on many others. They seem to be basically insecure within and use these opportunities in class to create more attention. Also, those who argue with the test answers, are difficult.
I try to relate to the student, maybe by digging a little deeper to see where they are coming from and what their intentions are - if I can find a similar topic that may not be course related, but the student and I both understand (maybe cars or sports), make friendly conversation during a break, and they seem to be more attentive and receptive to the lecture and course material.
Hi Lori,
I know, it is never good to make others suffer because of what another has done. From time to time we get this type of student. I've had to remove the sleepy student from class one day to make a point. After removing the student, she came in bright eyed and bushy tail.
Patricia Scales
Hi Dawn,
Great information to share with the student. I applaud you that you treat her like everyone else in spite of her insecurities. Treating everyone the same is always the best thing to do.
Patricia Scales
I once had a student fall asleep in class. I wanted to slam a book on the table. I realized before doing it, that the rest of the class, who was awake are the ones being punished by the activity, as they would hear the noise, jump and be attentive. Obviously the sleeping person would not hear the noise, or they would have known I was talking about them sleeping.
I followed up with the student who discussed a personal issue was going on at home, and they had not been getting sleep, but were happy to come to class. The student agreed to not sleep in class again, and made an effort to get up periodically to walk around and circulate the mind and body.
Thank you,
Lori
I have one student who seems to be insecure, and commonly asks for special favors. I kindly tell her no, which she expects and accepts as I am very clear on my expectations and boundaries. (She is ever-hopeful, however!) When she is insecure, I offer her support by telling her where her strengths are. We also discuss her weaknesses, and talk about possible solutions to strenghten herself where she struggles. We have an excellent rapport, and it seems to work very well.
I believe the most challenging students are the ones that are in school because they've been sent here. Whether by their parents or employer, they feel forced into the situation. They only go through the motions, and never seem interested in the lessons. The best way I have found to ingage these people is with activities. Even better, put them in charge of a group activity. They seem to do better when their peers learning experience matters too.
My most challenging students are those who "got by" in high school or who were passed on to the higher grades when they probably should not have been. Some of the students in this group also come into my class expecting to just "get by". A perfect example of this is medical math which uses very basic algebra. As an instructor of adult learners in a career college, I would like to assume these students have these basic skills and I can begin instruction of medical math from a level that they should already be at. Unfortunately, this is not the case for some students. I find myself having to teach or tutor junior high and high school math.
Hi Angelique,
Younger students can be a handful. You have to let them know from the very beginning that you are not going to put up with their foolishness.
Patricia Scales
younger students have been known to be the challanging students. I've learned that ifI diversify my groups then i achieve better resulst. Combining my older students with my younger students.
younger students tend to be the challenging students. I have learned to seperate them into diverse groups.
The most troubling students I have had in the past were those who wanted something for nothing. I refused within to do their work for them. I put those students with my top students (Study Buddy system)in hopes that my top students energy would rub off on them. I spent individual time with the difficut student but not more than I would on any other student. Most of the time this worked.
I would have to say that the inattentive student causes the most concern and is often the most common.The "Back row bunch" can sap energy out of
a class by requiring attention to their lack of interest. Moving around the room is the most effectice means I have found. If someone gets out
a phone, talks, or sleeps they are soon at my left or right hand. I continue with the lesson without a word to them. All the other students turn in their seats to follow and I think the peer looks embarass them and they put away the distractions. Inattentive students usually miss the next days assignment and come in unprepared.
Collecting assigned work gives me the right to ask why a student does not have it done. I will simply ask "Weren't you paying attention when I gave out the assignment?" A couple of these and
the behavior starts to change. I like the "one minute paper" approach and may try that with the next "Back row bunch". They can waste a lot of time and that only subtracts from the time for
presenting class content as planned.
Hi Michael,
Sometimes failing is not a bad thing for students. Some students simply need more time at being successful, and taking a course for a second time brings about success.
Patricia Scales
My most challenging students are the no-shows.
I always reach out early on to see if I can help their absences be managed and their grade be saved, but if those efforts have not been able to bring about positive change, I give them plenty of documented notice and I let them fail.
Its sad for *me*(!!), but sometimes, I like to tell myself, they learned exactly what they needed after all.
I have found the students that request extra support and extensions on all their assignments are the most challenging. They are balancing between passing and failing the entire course but they are still trying, although sometimes not trying as hard as you would hope for. You try to establish a 3 extension rule but these individuals need to use 5 or 6 extensions to just keep their head above water. You need to keep the rules limiting the number of extensions or second attempts of assignments but you know these students would fail if you took a hard line with them.
The most challenging are those who, for a variety of reasons, neither wish to participate in the establishment of a student-instructor relationship nor in the maintenance of healthy classroom environment.
The first step to resolution is to validate yourself as their instructor. This basic approach is demonstrated by the instructor's knowledge base, the instructor's capability to impart such knowledge, and the instructor's ability to initiate the student-instructor connection.
The second step involves a willingness to engage the student continuously and constructively. This should help build a rapport that may lead to more open, productive classroom exchanges.
Any and all approaches operate within boundaries and all students are made aware of such boundaries. Even though my classrooms have a relaxed atmosphere, there still are expectations that must be met. If a challenging student should pursue their aberrant behavior, I have no compunctions about applying school policies and procedures in rectifying such behavior.
Rarely has the discipline approach been needed. If you meet the students' needs in instructorship, that is 90% of the battle.
My class size is small so I am very informal, so the most challenging student is the shy student that I know has the knowledge to contribute to the discussion, but will not volunteer to participate. I will try to engage them by calling there name to reply the topic or a question, but still the response is usually brief.
I have found that my most challenging students are the ones who feel no self worth and who are insecure with them selves in a whole. I try to give these students roles in class that require attention to detail and that produce an outcome that they can actually see. The fact that they have done something that is beneficial and that others had to rely on them for, I believe gives them a sense of self worth. In doing this, these students then try harder in class, are less distracted and tend to reach out to other students because they crave a positive outcome.
My most challenging students have been the center stage students. I have found that dealing with them is a challenge and am interested in the ideas of both the observer and the make it count methods. Up to this point I have been jsut trying to challenge and keep them occupied to minimize the disruptive behavior
