I also have a very difficult population of students and have instituted an "Ask It" basket and each student is given three strips of paper and throughout the presentation must think very cautiously about the questions they would like to ask and can place it in the basket on the way out to break, upon returning we will pull 3 questions and discuss them as a class. This has really helped with my "Attentions seekers" and the unrelated questions.
For the most challenging students I would use one on one coaching. I think sometimes other issues are at the heart of the matter.
Thank you for this discussion.
It depends on what type of challenge that the student presents. If he or she is a chatter box, always commenting on something, which may or may not be on topic, I give them an opportunity to speak for short moment, then thank them and deliberately ask someone else in class their thoughts on the subject.
If the challenging student is disruptive, then I talk with them during break or before/after class to find out what's going on. More often than not, it is something happening at home that they transfer to school.
I find challenging students a fun challenge and try to connect with them just as much as those who are not challenging.
I have found that if I learn about the students taking a personal interest, the challenging students subside a lot of their behavior and become someone that I rely on in the classroom for leadership, etc.
Hi Kay,
Instructors tend to be more effective when one-on-one is involved.
Patricia Scales
Younger students. I have found that group activity and real life examples are helpful with this age group.
My most challenging students are those that are constantly talking when I'm lecturing. At first I let them know at the beginning of the term that it is not acceptable to talk when I'm talking. That it is very disrespectful and down rite rude. I do talk to them after class or at break and explain that they may not be getting important information when they partake in this behavior and I would appreciate it if they would stop.
We have several 18-21 yr old students in our class.
They can be disruptive and talkative. I also have a couple of narcoleptic students that do not stay awake.
There are several techniques we apply in class, like calling out the sleeping students name during a discussion. Encouraging their participation.
Asking the younger students to direct the activity, which forces them to respond maturely to the topic and promotes self esteem when praised.
My most challenging students are the unprepared students. They do not participate in class and when they fail a test they tell me they did not understand the material when I presented it to them.
I ask them why they did not speak up before I moved on to a new topic and the answer is always "I do not want to look stupid if everyone else gets it".
I respond that if they are not understanding the material then there is probably someone else who is not as well so please speak up. There is no such thing as a stupid question.
What i find works best with them is to make an appointment with them to come to my office and dicuss what it is they are having trouble with. If need be I give them study tips, discuss how important it is to read the chapter before coming to class, or assign extra assignments they can do to help retain the material better.
My most challenging students are the know it alls. They are easy to spot and can be the most dangerous to control. I thru questioning allow these students to come to their self limiting end. You see I teach nursing students and their incorrect knowledge bade can be very harmful.
Some students include those who say things "that is easier said than done...." especially when we struggle to put food on table or transportation etc. My replies were simple with each excuse whether legitimate or not.
ok - then your job is to find a solution and not just complain.
Having challenges with food? Then talk to the Student liason for resources to help you or find a food pantry.
This one also went to the Dean and complained after first day without talking to me at all prior to all this and still complained and would take up 10+min of class time every time complaining.
This one student later approached about hour before class to tell me she just became homeless and her withdrawing from class is NOT an option. I asked her if there is anything she can currently do right at that moment to change her situation. She said no. I said ok. Then I guided her to do some breathing techniques (meditation based) and got her to shift her focus on her midterm and her need to do well on that test. She did and got a 94.
I gave her permission to leave class after the exam to deal with her housing challenges and even gave her a shelter to stay at if she could not find any.
Needless to say this was a learning experience for both. This student just needed to know someone cared before they knew they could do it.
Two mods later, I still see her on the Dean's List and this student when from being a teacher's nightmare situation with how she started out to Dean's list which made me smile that I made a difference in someone else's life that went beyond teaching in the class room.
My most challenging student is the know it all. They have a come back for everything and don't think they need to listen because they have heard it or seen it before. I actually try to involve these students more by having them tell me what they know about a subject or to show me and then if needed I correct them by telling them the reasons behind my answer.
i hear them out first and see what was happening. I give them a talk about finding ways to a solution because i know that problems at home or at work may cause them to be stressed out in school.
My most challanging students are often those who have worked in the field for a number of years. They bring dental office knowledge that does not always follow the proper way of doing things according to our teaching methods. It is dificult to encourage their input, when often times their way of doing things is incorect, and they feel they "know better". I remind them that while I appreciate them being willing to help other students along, it is important that everyone learns to perform procedures the way they are going to be tested/ graded.
I absolutely agree with this as it is important to show students that they are cared about. Especially in a career institute such as what I work in often times these are students who come from a questionable background....showing them someone cares makes a huge difference.
My small class contains all challenging, at-risk, students. Nice people with difficult external pressures, live at the poverty level-sometimes no electricity, no transportation, no medical care, domestic abuse, kids, the list can go on. It is really sad. I schedule sit-down meetings to ask how things are going and if there is anything I can do to help them succeed in class, in order to succeed in the medical field. I let them know where their grade stands before finals week. I give reminders and set schedules for assignments. The tools presented in this seminar are helpful and I've tried most of them. I try to bring the relevance of what they are learning to real-life examples/cases in the field. The students have given me positive feedback as an instructor. However, I am frustrated with the continued absences, poor punctuality, late assignments, and their lack of preparation. All of these things of course correlate with poor class performance and grades. I want them to succeed. I am told by others not to lower my standards/expectations. I have to also consider the safety of future patients. The old adage, "you can lead a horse to water, but can't make them drink" comes to mind. Any additional suggestions about how one can not lower the (industry-standard)expectations when all the students are challenging?
I totally agree with this comment. I do the same with my students. I speak with them one on one after class it is only then that they will tell you their situations.
Margaret Clarke
The most challenging students are the students that are in class because they have nothing better to do. They are not necessarily there with a set goal. This can include: students who were "required" to do something right out of high school, siblings or relatives of other students who decided to "check it out", or students who were looking for something to do now that they are unemployed, with children in school, divorced, etc.
Usually, I deal with students on an individual basis to help them realize what this decision entails and help them focus on a specific and attainable goal.
I really enjoyed reading the different kinds of challenging students and their behaviors & characteristics. As I read each kind, my mind automatically pinpointed those students under each category. I realized that I've already met all these kinds of students in one class, in just one semester.
Having these students in one class was really a struggle for me. I even told myself: "What in the world have you gotten yourself into?" My conclusion was that graduate school did not prepare me for this.
Because I did not want to quit, I had to remind myself that I am still the teacher. So, I had to set limits to my apple polisher students who always volunteered to do something in exchange for extra credits.
When my student failed to do his presentation in class because his "computer crashed" and he was not able to save his work, I gave that student a deadline to present or get a zero.
To catch the attention of my inattentive student who sits at the back row so he can sleep, I stand behind him as I lecture and call his name once or twice.
I am still learning to deal with challenging students. I find it very rewarding when these students really start listening and participating. Thank you very much for the suggestions and recommendations. I will surely try to apply them whenever applicable.
My most challenging students are those who are resentful that they are required to take an introductory psychology course. These students feel that psychology has nothing to do with their chosen field (e.g., IT, Medical coding). By the end of the third week these students are usually following me down the hall (on break) asking me questions about course material. All I need to do to get them interested about psychology is to give examples of how understanding human behavior is beneficial in any career and any part of their lives.
I maintain that whatever emotional response I am having in regards to a student is about me - The student may be disruptive, showing off, inattentive, etc...but when I look at my own response - I see that the real issues where mine. Once I "reground" myself, I can see the situation more clearly without my emotions getting in the way. Then I can change the dynamics and not have "power-struggles".
