Identifying challenging students
Who are your most challenging students and what strategies have you found to be most effective in working with them?
Texting students is most challenging. I call on them in class and it make them pay attention after that.
My most challenging student is a "center of attention" type student. I love her. She is sweet, funny, kind and smart. She contributes a lot to our classes and stimulates thinking in her peers.
However, sometimes enough is enough, and we all need a break from her. I believe the "observer" plan may work for this student.
Hi Nancy,
I really like how you brought back the basics to students to get them to see that you always have to go back to the basics with a lot of different things.
Patricia
I find the most challenging students are those that have not anticipated that "designing" would require concentration to read a text and follow instructions to make a garment pattern. I have reminded them that it goes back to the very fundamental ability of "reading comprehension". Something they have heard about since grade school. I make the connection that reading, writing and arithmatic are still in their lives even as they go into college courses for fashion design. All those skills are necessary to understand text book content in order to learn how to make a paper pattern.
Hi Alan,
More and More schools are allowing students to use cell phones in the classroom because the cell phone acts a great resource. Many students have smart phones where they can utilize the internet. I have also known students to take notes utilizing their cell phones. Many students like to put their homework in their calendar as well.
Patricia
Hi Mark,
You may want to make it a practice that late assignments are only taken in extenuating circumstances with appropriate documentation. You can decide on the extenuating circumstances, such as death, hospitalization, car accident, home burned down, etc. Make sure to mention this policy on Day 1 and include it on your class syllabus.
Patricia
I have several challenging students. I sit back and take notes and wonder, how I can help them. Once I figure out their problems or concerns. I make time to help them, the best I can.
My most challenging students are the one's that want to hand in their assignment after the deadline. They often have excuses such as "I was sick", or "I had to go out of town for a funeral, or a sick relative". Since I don't permit students to e-mail me their assignments, I have them hand in the assignment as a hard copy, preferrably, before the incident happens. However, I find myself having to ask for medical notes, or "proof", more often lately. It makes me feel guilty to act in such a way that I don't trust them. However, this has to stop!
Can't say I'm an expert here, but I have several classes of students with "previous bad experiences" and "now that I'm out of high school/CC/G.E.D. I can stop the ADHD/ADD drug regimen and do what I want".
I try a couple of things with varying degrees of success.
I walk around the classroom when lecturing and during lab to monitor progress/attention. I tap discretely on top of the monitor when I walk by to let a student know I know his attention has wandered.
I use a color-coded template of class time, colors for labs, white for when the have to listen to lecture. There are "white time rules" so to speak and I make sure my more active group is always called upon during lecture.
I try to make sure each student contributes input (something they do well technology-wise) to the class. In particular when it's close to the curriculum, but even when it's a stretch it at least serves as a jump off point, or something I can use as a comparison later on.
I ask them to draw lots of maps, templates, flow charts, diagrams of the lecture content (some I use myself later!). I've substituted these for more traditional grading when I can.
As best I can, some students get their own table.
I do "student tech tips" in class or "shortcuts" they use to be more efficient or do something difficult. It can be on any technology taught, or leveraging something they do to help them in class. Some answers are remarkable, others less so but it involves them and gives you insight on how they (and other students as well) learn.
Best of luck.
Re: Cell phones in class.
School (and my classroom) policy prohibits cell phones in class. I find this more difficult than many in that part of my curriculum involves teaching cell phone technology. I use a form in class that requires a student to sign when they are late and identify when the student will make up the time they are tardy.
I've adapted the form for use when students use a cell phone in class. I simply hand them the form and which asks them to identify when they will make up the class they are using the phone in. This is reasonably effective if you stick to it. It does require a bit of time commitment early in the semester cycle but gives you some dedicated time with a challenging student early to build a relationship.
While the show boater is a challenge, I can handle him. I always recognize him as having valid imput, but do not encourage him to keep up the staging. The most challenging student has got to be the silent student. It is difficult to know what is going on in his head. I try to make contact with these students to let them know that I am approachable and easy to communicate with. Another tactic I have found to be helpful with the silent student, is to ask a more outgoing, good student to reach out to him. This has been very helpful. The quiet student gains a friend and the more outgoing student is rewarded as well with the confidence boost it gives them.
Hi Russell,
I concur! I tell my students hard work really pays off, and they will reap great benefits from working hard. Most of my students listen to me and try to do their very best.
Patricia
The average age of my students is 34. I find the younger students just out of high school to be the most challenging. I try to get across the fact that they are investing a lot of time and money in their education and are preparing for a career and their future. I like to reinforce the notion that you will only get out of this course what you are willing to put into it. If you give it 100 percent effort you will be successful.
I will use this info, I was never strong in how to handle the use of cell phones in the class; as we have to assess who may have an actual emergency and who doesn't...and that takes time away from the class and is diruptive [so I wind up letting people leave as they want to when they have a call---which I'm sure many are unecessary]. I rely on mental note, when break time comes, and then it becomes a question of who can dodge me...or I reiterate that it wouldn't fly in the work place, and therefore doesn't fly in here, and will be reflected in your grade. The ones that have actual need to keep tending to their cell phones upset and take class time [another discussion that needs to be squashed--all these aspects eat into class time]
....so Thanks for your advise!
My most challenging students are those who think that I cannot identify with them. A lot of non-traditional students are intimidated by the position of an instructor because they view them as authority figures. Many of them have had bad experiences with authority figures. Therefore, without going into too much detail, I let my students see me as a person by sharing stories of educational success despite hardships such as divorce, single motherhood, poverty, and family dysfunction. I truly understand where they are. More importantly, I want to help them to develop the tools that they need to get to the next step in their educational journey.
As cliche as it may sound I feel like the students that act out the most are usually the ones who are the most insecure. Since they feel like they cannot compete on an intellectual level they try to compensate by acting out and in their minds drawing attention away from their inadequacy.
I encourage these students and try my best to make them see past the limitations they've set for themselves. I've often spoken one on one with these students during the break and having a more concentrated rapport with them seems to make them feel less defensive and more willing to trust me. Reinforcing their good work and behavior also helps a lot.
The biggest problem I have in the clinical setting is the student who does not want to be on time or doesnt want to follow the schools rules on wearing lab coats. I always am early and in a lab coat. I also let them know that this clinical rotation is also an extended job interview and failure to follopw school rules can predict a failure to follow employers work rules . I am required to let the school know about these types of behavior so they can help solve it on there end
The most challenging students I have had are those that either had bad experiences with previous instructors and/or have "ADHD."
On their previous experiences, I can only apologize and let them know I am here for them.
On the "ADHD" students,I sit with them privately and show them other ways to remember items.
We have a clinic phone available for emergency calls. cell phones are such an issue. I have not seen great success regardless of the method of enforcing :(
