DRAFT: This module has unpublished changes.

April 17

 

Dealing With Problems Students

  • It is human nature to perceive the problem as the student; but before focusing on changing the student's behavior, take a few moments to look at what you are doing that might be related to the student's behavior
  • The most desirable reason students are aggressive and challenging are because they might be interested in the topic and have a lot of prior knowledge or experience to contribute, even if that prior knowledge is actually wrong
  • Too many students feel that the teacher's task is to tell them the facts and larger truths and the student's task is to listen to the truth, learn it, and reciprocate it on exams
  • Students in the early stages of cognitive development have a dualistic view of knowledge; teachers are right and students are wrong.
  • Students in the middle stages have learned that authorities differ and everyone has a right to their own opinion
  • Students in the final stages are ready to commit to values, beliefs, and goals, and to make decisions and act on their values
  • Teachers need to help students understand how knowledge is arrived at in their own disciplines
  • Educational counselors can provide students with an opportunity to digest and integrate the intellectual experiences they have been having
  • Dealing with rule breaking students can be helped by having fair policies that you state clearly in a readily available source and that you enforce consistently
  • Attention seeking students talkwhether or not they have anything to say; they continually try to be noticed
  • With inattentive students, try to break the class up into discussion groups or write short papers about the topics in class
  • One of the most common causes of underpreparation is that students don't really know what is expected
  • For students with excuses, try to have them complete an outline or bibliography sometime before a paper is due
  • Recognize the angry student's feelings when dealing with a hostile student
  • Try to convince discouraged students that their problems need not be attributed to a lack of ability that cannot be changed but rather is a temporary problem
  • When dealing with a sensitive topic, it is important to stress that each student should listen to other students with respect and try to understand their positions
  • If you have a student that is dealing with psychological problems, you may need to get the student to talk to you. Listen rather than intervene.

I really enjoyed the Diversity presenters in class today. It was nice to hear their experiences and having them help us through some questions we had pertaining to each category. I feel more comfortable with these touchy subjects and would be willing to facilitate the discussion in my own class with the help of the Diversity leaders.

DRAFT: This module has unpublished changes.