Yes you are correct! They appreciate that greatly.
I have found the most challenging the ones that try to prove you wrong. I have always actually encourage them to do it so with extra work, that go slightly beyond the scope of the course, and have them share the findings with the rest of the class.
hi Tara, I find it so important to share the professional world with my students. I teach surgical technology and work as a certified surgical first assit. So in the evenings i get to share real world events, the good and bad, and how our craft is about professional behavior in the operating room at all times. Yes there are times when we can joke and shot the breeze, but that is short lived and focus is paramount. I also speak to professional attire,looks are important; and how unintelligent it is to use small profane words,its for small minds and we are in a profession that requires big minds.
Younger students (just out of high school) are the most problematic. They have yet to transition to a more professional attitude. They require more individual attention, and I remind them of the course requirements and their responsibilities.
We have a TOUGH population at the current time. We are experiencing a lot of immaturity and unruly students. The biggest problem we are experiencing is side chatter/discussion amongst classmates during class time. I have found the most effective strategy is to implement "talking tokens" wherein the student must be called upon and give up a token to speak out in class. If a student is caught talking without permission, they loose a token. I associate the tokens with their daily participation points. Although it has not completely resolved the problem, it has helped significantly. I have also combined this strategy with common classroom management -- moving around the room, standing near the students, speaking with them individually, etc.
I've only taught two courses at this institution but in both classes, there have been challenging students and in both, the students were females between 22-42 years old. Issues were as minor as "secretly" texting, emailing and playing on the internet via smart phones partially hidden by books and papers on their desks to outright defiance of requests to stop side-bar talking during class discussions, mini-lectures and even during the speeches made by other students. In one case, a student had to be asked to leave class for the evening. In another, the student loudly slammed the cover of her laptop shut and sighed loudly during the rest of the class session.
Each case had its own solutions but each case also seemed to unite the REST of class against such disruptive behaviors. Some students commended me for handling the issues "straight up" while others encouraged me to do MORE to remove the distractions.
Both classes have given me the motivation to brush-up on class management techniques.
My most challenging students are those with significant dysfunction at home. They bring these issues into the classroom at each session and if allowed, they would take over the entire class time. I use a lot of redirection and certainly validate their issues, even incorporating some of the issues into the lecture as it pertains, but I do work very hard at refocusing their conversation to the matters at hand.
Hi Rae Lynne,
Great idea! Have you tried simply removing the ring leader from the class? Do not allow some students or one student to disrupt the whole class.
Patricia Scales
My most challenging students are individuals who are very unprofessional (in the class) and have a tendency to talk very loud and do not have respect for others.
These students are a bit challenging because I find myself repeating the same thing to them. One of the strategies that worked for me was to do a lesson on professionalism. First, I wrote the word 'Professionalism' on the board and asked students to define it in their own words. I received some great responses. Then, I began to discuss the interviewing process and how first impressions are very important. We talked about the dress code, having eye contact, respecting others, etc.
It was a great lesson. It only lasted about 15 minutes and the information was well-received by all. I did not have problems with the students in the class anymore. I did express to them that the classroom was their practice session and everytime they walk in the classroom, they will display some sort of professionalism.
It worked!!!! :-)
We are career oriented school, the students come from a wide range of background. You just need to be more patient, have a big heart and are willing to put more efforts for them, otherwise, they are easy to get slipped off the track.
The most challenging students I have worked with are those who already know all of the information and finish their work early. They begin to distract other students around them, or try to engage in conversations with me at inappropriate times during class. I like to use these students as peer tutors for other students who are struggling, or I try to have additional questions about the material to take them to a higher level of thinking.
Recently, it has been younger students who do not seem to understand what is expected of them in a professional college setting. It seems that they have never learned basic manners or social skills.
Hi Lawrence,
This generation is a challenge. We must give them everything we have to help them blossom into a true professional.
Patricia Scales
In this field of dealing with adult learners I have learned that all my students are going to be challening in some way or another. I say that because you have the student that knows everything, the one that will not stop talking, the one that likes to be the class clown, the one with no baby sitter. So I have to create a approach to each one because I have learned that many student act off of their environment, or what's going on at home. To me each case may be different but as a instructor I feel it is my job to observe my student and be able to pull them to the side and address what ever the issue may be.
Dr. Scales, what a subject - it is not hard to identify an angry, hostile or disgurntaled studnet. My challenge is idetifying the challenged students. Those that are not overtly academically challenged on paper but those that slip through my radar that have the technical skill and pass exams but don't grasp the WHY!. Im having trouble expressing my thouhgts... the student that has the right answers but is unable to furnish the meaning or the bigger picture - as I said the WHY we do!Bruce
The "Skaters". In noting that these are supposed to be "Adult" learners, it is apparent, that their prior educational experience has led them to believe that "Minimum" is actually maximum for them. I still have a challenge working-out strategies that put them in the position of "Taking responsibility for their actions (or inaction)". Group-focused activities with them at the center of the decision-making for the group helps, but some are still like "Ducks' and they let the water roll-off their backs. They lack a focused motivation. What are your thoughts on Long-term or Career-motivators?
I find the know it all students and the class acts to be the most difficult. I address the entire class about what type of behavior is unacceptable and ask for the respect to not have to redirect them. These student typically know I am talking to them.
Hi Bruce,
I understand. It is amazing that there are those students that can go through the motions and get the correct answers, but they do not know how to apply what they have learned.
Patricia Scales
Hi Cassie,
Students get it. They know when the talk is geared toward them. Sometimes I have found that a private one-on-one conversation is more effective than addressing the entire group.
Patricia Scales
I have experienced this as well in my career. I also have additional study questions for these individuals. Love the idea about peer tutors. Many times I find the tables are turneed in the lab setting, and the tutored becomes the tutor
