I have had a jabber I think in every class I taught. I found that you need to call these students out in class because, otherwise they just continue to talk throughout the whole class.
At the begining of each semester I hand out the rules and etiquette for my class. I read each of the rules outloud and ask if there are any question. Usually that were your jabber emerges with, but "what if i need to etc.?
Then I ask my student one by one to stand up and introduce them self to their classmates and tell them something uniques about themselves. This is usually the begining of the jabber taking control of the class by being the clown.
In my rules and etiquettes of class I tell them there are no side conversation because your particiapation grade will lose points. I give the student two weeks of class to become adjuusted to being in class, and then the jabber becomes the crying student. "Why did I lose two points off my grade? "Do you remember the rule of no side converstation".
After the students realizes she/he is not going to run the class, I do a group porject. Each project I do I assign a captain of each team, yes; you guessed it the "JABBER" is the captain.
Talk about a new way to have the jabber become a team player. Ms. Cuth "Johnny won't be quiet when I was going over the assignment for the team. " I told everyone to have the work completed by Friday, but no one listens.
This is a hard lesson for some of the "jabber' to experience, but it has help improved them talking less in class.
Tina, I'm so glad that you shared your experience with Jabber. It is indeed a challenge to create self awareness in students, but your approach accomplishes that.
Michele Deck
I have more jabbers that I would like to count and the way I get them to understand how they come across is getting them to teach a lesson. They will have to get in the front of the class and present something and normally get interrupted and at the end we will discuss what was right and wrong about what happened.
I have a few loners in my classes. It is very hard to pull answers out of them. I try to get all of my class out of their chairs at some point however the Loners make it hard to let loose with everything. I feel as though talking to them more one on one outside of class has made them realize I am a human.
kyra, I think demonstrating to each style the characrteristics creates a good awareness of how others see them.
Michele Deck
Ciara, sometimes loners are hard to read. Sometimes getting to know them as individuals helps to get them to open us, as you have said.
Michele Deck
I have had several students who were Jabbers and have one this term. They at times tend to monopolize the class discussion time or branch into information that is not relevant at that time. I find that if I ask them to hold that thought and bring it back to discussion at the appropriate time they are accepting of being asked to wait. I them make a mental note to myself to let them know when the topic is right for discussion.
Patricia, thank you for sharing the successful strategy you use with your Jabber. We all appreciate the sharing of great ideas!
Michele Deck
I've had all three types in my class. For the Loner, I have her find resources, especially electronic ones, and then she emails me so that I can share them with the rest of the class. She loves finding information on her own. She also wants me to meet with her one-on-one to discuss problems with concepts, rather than meeting with her in a small group. I respect her privacy and appreciate her willingness to research.
Melissa, you are a wonderful teacher to recognize her style and work with her through it.
Michele Deck
I have had at least one of each of the types you describe. I have been teaching for many years now. I find the Loner the hardest to get to. If I give handout that need to be completed it brings this student into the group somewhat.
Jacqueline, I find they strive to learn alone, but interacting and filling in a handout helps to involve them.
Michele Deck
I have had the Integer in my class previously, and to challenge them I gave them random teacher resource assignments utilizing "critical thinking skills". The student worked on the assignment then returned to me and we discussed how he did and areas to improve on for future assignments. This student really enjoyed the challenge and was really good at thinking outside the box.
Pamela, thank you for recognizing what would work with this student, and your willingness to work within his/her strengths.
Michele Deck
One student who comes to mind was much like Loner. She was very self-sufficient and did not like for me to "hover" as she worked on her assignments. She would also seem very nervous whenever there was a group activity and rarely found a group where she felt comfortable participating. My method going forward with her was to meet with her weekly to review any of the assignments she had questions about. She was a great note-taker and would always have a list of questions as part of her notes. Eventually, she did not wait for the weekly check in, and would simply look for me during a quieter part of class to get one-on-one help with assignments.
Jennifer, thank you for recognizing this student's individuality and learning needs. A great teacher like you finds ways to teach that work. Thanks for sharing you experience.
Michele Deck
When teaching loner students I find that giving additional review topics from class subjects is helpful.
Also, if textbook publisher exercises are available they are useful as well.
Kitt, providing multiple ways to review should be a part of all instructor's teaching plans.
Michele Deck
I've had a Jabber in class. A verbal guy in every sense of the word. I gave him extra reading assignments that he would research and bring the information back to class the following day. He loved doing the research and also loved sharing what he found with the rest of the class.
Christina-Rose, his style really benefitted all in class. I'm so glad you recognized and played to his strengths.
Michele Deck
