Limiting opportunities for students to cheat would help them focus on trying their best on assessments.
I've learned the importance of reading body language and information on making adjustments in the course to refocus the students. Also the importance of inclusionary dimension and how to help students feel not left out.
Again a good portion of what we learn is relationships are important to manage all difficult situations. however this is often built in time out side the class to build these relationships. The biggest thing i see is we must have control but know how to balance the 4 pillars of man hood for each situation. Sometimes we have to be the warrior and bring the hammer down, other times we need to be a mentor and coach and instruct and build up the individual, we have to be friends and show that we care on a professional level as well as a personal level while staying with in the boundaries in place by HR. We have to be Kings that rule in a way that shows we are fair and just and care for all people equally but we also have to make difficult choices and we must remain firm in our expectations. Being a leader requires us to give more.
I learned that once noted, work on it immediately and not let it get out of hand.
I have learned that usually students behavior is a result to something outside of the classroom. Sometimes if you take the time to talk to your students you cant get them the help they need and that results in better student/teacher relationship. Sometimes there are hard calls to make. Enforcing your classroom rules and polices usually will weed out the unwillingly.
Student behavior is usually best handled before it becomes a problem by finding a way to get them to help themselves or others.
Get to know your students. Learn strategies to keep them engaged and never accuse a student of cheating unless you have proof and you keep a record of it.
I learned that monitoring the student's behavior will allow and assist with resolving a concern or issue before it even occurs. We need to be mindful, but ensure the regulations.
These are good suggestions on student behavior corner-cases. The angry student requirement to write down their complaint with a deadline for submittal is a good one.
Monitoring student behavior will aide in resolving an issue before it even occurs. Be attentive but firm with students. Provide a listening ear and appropriate support.
watching student behavior can help identify a problem before it starts. every students outside situation is different if you have a upset student remember to listen and get all facts and think of ways to deescalate the situation
If a student is being disruptive in class, take to time to listen to the student and learn why they feel the need to disrupt the class. It may not be you. It could be outside factors that are causing the behavior.
Keeping a close eye on your entire class is key. always be doing your 20 second room scans and if you have a student acting out or cheating get to figuring out why the student is doing that by talking to them before class starts the next morning.
I have an extensive background in teaching inner city middle school so I had to hone my Managing Student Behavior skills very quickly. I became very good at being approachable and friendly but still maintaining authority as the teacher/instructor in the room. I worked very hard to make sure that students enjoyed my company and genuinely respected me without giving up command for friendship. Even now that I'm teaching adults, I use the same tactics. I listen. I offer to help when I can. I keep in mind that a student being angry, disruptive or disengaged might not have anything to do with me or my teaching. However, if students know that I'm on their side and will do my best to have their back, they're less likely to vent frustrations at me during class and more likely to come to me privately if there's an issue.
I love offering a challenging student the steps and opportunity to escalate a challenge....Listening is important, but encouraging them to make an appointment with you in order for you to set aside time to listen to their complaints is effective for both parties. It allows the student to ask themselves, how serious are my complaints? and gives the instructor the time to listen and document student concerns.
Managing students who are cheating, shy, angry, there are several strategies to accomplish this and assist the student in remaining in the class with progress and success. As an educator we should definitely focus strategies to help the student, have students sit a distance apart before the exam, give various types of exams, short answer, case studies instead of mainly T/F and multiple choice exams. Do note taking with the angry student, third party person to be present while disciplining the student or merely speaking with the student. Allow the student to express and explain himself and actually what is the problem.
Through learning about student monitoring and behavior, I’ve come to realize how important it is to look beyond surface-level actions and understand what my high school Health Science students may be experiencing internally. Monitoring students goes beyond keeping track of attendance or behavior—it involves observing patterns, emotional shifts, and engagement levels. I’ve learned that understanding student behavior means being aware that silence, anger, or even cheating often signals a deeper issue. Silent students, for example, may not be disengaged but may need safer, low-pressure ways to participate, such as writing or small group discussions. Thinking breaks will be a regular part of my routine, offering students a chance to process, reset, and refocus. When students express anger, I’ve learned not to react defensively but instead to listen and provide a calm space for them to decompress. Cheating, while disappointing, often reflects fear or a lack of confidence, and I’ll address it by reinforcing trust, offering support, and focusing on growth over perfection. I’ve also realized that teaching sometimes requires making difficult decisions, whether it’s enforcing consequences or intervening when something feels off. These “hard calls” are necessary to maintain a fair and supportive environment. With these insights, I feel more prepared to create a classroom where my Health Science students feel seen, supported, and capable of both academic and personal growth.
That while confronting a problem head on, you still need to be an attentive listener to the student and why these issues keep happening.
I've learn that it can be challenging to deal with some of these type of students in your class, but also not to give up on them, knowing when enough is enough, so your other students don't suffer.
Paying attention to student behaviors and addressing them head on can save time and energy later on.
