Hello James,
I could tell you are a veteran in the profession. You are right, the tone of the class is enriched throughout the module. Each day the student returns the class, the student is learning more about your teaching style, tolerance level, attitude, personality, etc.
Patricia.
The first class meeting sets the tone. I feel that the tone is further enhanced as the course progresses. It is important to draw the student into the process . . . and a little predictable, unpredictability helps - keep them guessing and a little out of their comfort zone. Students seem to value and respect consistency, and I like to use that to my advantage. Honesty is also a good tool . . . and, if a situation somehow manages to "get out of hand", I find it important to lay my cards on the table. Students respect sincerity and also the call to problem solve. I do find an occassion student, or clique, persistently disruptive. I believe that behaviors are usually a symptom of something else (maybe a life situation beyond the scope of the job). It usually helps to talk this over with the student(s) . . . come to an understanding. The "I don't care"/"not interested" attitude is sometimes a coping mechanism. The situation improves if the instructor can break down the walls, but often is difficult to do in just a few weeks. Assume, no matter what the student has thrown at you, that they will be successful . . . believe in them, and maybe they'll surprise you. But still sometimes . . . I, after 20 years, still get flustered. If a class begins to turn sour because of a student or student group . . . nip it in the bud before it impacts the teaching, and ultimately learning. Jim
In dealing with challenging students I begin by listening and give them the opportunity to discuss what they feel a problem is. I try to come up with a plan with the student to resolve the problem. I tend to be soft spoken and calm, and want to work with the student.
I find that alot of student complaints and challenges stem from confusion on the part of the students as to what was expected of them. I find the best way to reduce complaints is to keep the class requirements as transparent as possible. Be very specific in my expectations, get the class involved in discussion about the expectations. Also it is important to be consistent in grading throughout the class. In my kitchen lab classes the students food production is evaluated on a daily basis, by applying the same standards daily as will be used on their final cooking practical test, the students are completely familiar with my expectations and they know what I expect and that leads to less confusion on their part.
I think listening to the students is the biggest thing. This doesn't mean promising the students that you will fix everything for them, or giving them false assurance that you will make everything easy for them, but just letting them know that you will hear them out. From that point, you treat the situation fairly, and keep communication lines open between you and the students, as much as possible. Let them know the reasons for decisions. If they feel like they are in the dark, they will become more anxious and upset.
To reduce complaints and challenges from student(s), especially reviewing an exam, I ask that the students when challenging a answer to do so with respect and to have proof of the correct answer. If time is limited I encourage the student(s) to see me after class. I can sometimes avoid such issues by reviewing the exam after grading to see if a majority or at least half of the students answered incorrectly. This gives me an opportunity to critique myself on whether or not I explained or discussed the topic thoroughly for student understanding. I have seen a reduction in challenges since using this approach.
Hi Scott,
I understand that you are just not parrotting the course materials. What you have stated is the TRUTH.
Patricia
Not to just parrot the course materials, but establishing expectations from the word go is crucial. Stating policies, establishing timelines and deadlines, citing success stories and cautionary tales...
Let the students know that you are serious, this course will be run like a serious business, and that their failure to do the same will be just that: a failure.
Thanks Patricia. A coffee can, wraped in foil or wrapping paper also works; actually any container decorated can be used.
Hi Alan,
To answer your question, NOTHING. You have given an awesome response. You touched all bases. I always mention the three "Ts" when I am teaching, which are as you have stated:
1. Tell them what you are going to talk about
2. Talk about it
3. Tell them what you just talked about\
Patricia
Hi John,
Great idea, and I like it! I can see how students would take full advantage of this.
Patricia
Hello Tyson,
Listening is a virture for educators. We must be effective listeners. Sometimes all we have to do is listen, and the problem resolves itself.
Patricia
I think the main thing adult learners want is someone to listen. They want someone on their side. Challenging students can be very frustrating to an instructor but many times the student is challenging because they are frustrated about something too.
Tyson
Beth,
An idea I use similar to this is "The Question Box".
This is a decorated box into which students can put anomous questions; i.e. "studid questions" they do not want to ask publically in class.
It work!
Thanks,
John
Hello Grace,
Consistency is key! Rules are made to be followed!
Patricia
Hi Beth,
I like the idea of a no stupid question time period. I always reiterate to my students that no questions are stupid questions because there is probably someone in the room with the very same question.
Paticia
I work to use discusion in classes. I have found having a personal relationship with my students at the begining of class and at the end of class helps student feel confortable. I also use a no stupid quedtion time. I let students ask anything they would like class related or not.
be consistent with your rules and the implementation of them
I believe there are two basic reasons why students complain. The first reason is that a student believes that by complaining about the instructor or something in the class is a distraction from their own lack of accountablility. What I mean by this is simply that if a student does not do well on a test because they did not study very much or at all, then it is easy to blame the instructor. Student's will claim we did not talk about that in class or you said that would not be on the test. There may always be the issue of the instructor did not explain that topic very well.
If you examine these situations closely many times you will find that the student simply did not study. Other times may be a result of the student being absent that day. Of course, the is always the situation of the student being in class, but not paying attention or taking notes. If they did not understand the topic why did they not ask questions of the instructor or their fellow students?
The second reason I believe students complain is because the instructor is not doing their job correcting. Delivery of information in a class room is not the same as teaching. The art of teaching involves delivery of the subject matter in a manner that both educates and entertains. In other words, the teacher must first gain the student's attention. Once the students are listening, the instructor must tell them what they are going to tell them, then tell them what they need to know, and then summarize what they told them.
All of this exchange of subject matter must take place in a variety of methods so as to reach the learning styles of every student. If all the instructor ever does is lecture those students who learn by visual methods will be left out. Likewise if all the instructor ever does if show power points, then the students who need hands on will not learn. The instructor needs to vary their presentation style to reach the various learning styles of the students in the class. This can be achieved by utilizing a range of Active Learning Exercises.
Instructors can also affect the learning process by the atmosphere created in the class room. If an outgoing personality is displayed with questions and discussions being encouraged then students are more likely to be stimulated. Student involvement in topic selection produces additional participation. The more students are given the opportunity to participate, the more likely they are to learn and enjoy the class.
Finally, the more the instructor makes the students feel important demonstrting how they sincerely care about them as individuals the more the students will be motivated to learn. This involves the attitude displayed by the instructor to all students. The instructor must be receptive to all students and not just their favorites. Students must feel the instructor's concern and passion to be effectively stimulated.
Students have an obligation to put forth an effort and must be held accountable for learning. The instructor is also responsible for teaching all students. The simple delivery of information does not meet the definition of teaching. If certain students require additional assistance it is the obligation of the instructor to provide what ever assistance is necessary. The true professional will recognize when a student needs help and volunteer the help so the student does not have to be embarrassed by asking.
When students understand that the instructor cares as much about the student learning and their success as the student does, then the class room atmosphere becomes like an incubator for learning. Once this happens what would any student have to complain about?
Hi John,
You are certainly clear, and I am sure your students can appreciate your clearness. It sounds like you are strictly business. It appears that your students know exactly what to expect.
Patricia
