Luis Corrales

Through this module, I’ve gained a deeper appreciation for the thoughtful and professional handling of student behavior. I now see that each challenge involves a quiet student, one who is upset, or one who acts dishonestly requires sensitivity and a measured response rooted in respect and fairness. What stood out to me most was the idea that taking time to truly listen before responding can ease tension and open space for understanding. This approach not only supports the individual student but also contributes to a healthier, more positive classroom environment.

This module helped me recognize how essential it is to approach student behavior with intentionality and professionalism. I’ve come to understand that every situation whether it involves a withdrawn student, one expressing frustration, or even one acting dishonestly it carries its own complexities and deserves a response grounded in empathy, fairness, and respect. What resonated with me most was the emphasis on pausing to listen before reacting. I realized how much this simple act can diffuse tension, open the door to understanding, and ultimately create a more supportive environment for both the student and the class as a whole.

From this module, I learned that trying to change a challenging student is not always a realistic objective. Instead, effectively managing these students through practical strategies is what truly makes a difference. I plan to apply all of the strategies presented in the module, particularly those aimed at students who consistently make excuses.

Comment on Jan Bennett's post: It sounds like you’ve established a clear and structured approach to help students stay on track, which is so important, especially at the start of a course when expectations can feel overwhelming. Providing both a verbal explanation and a written calendar gives students multiple ways to absorb the information and refer back to it as needed. This kind of transparency not only helps them plan ahead but also reinforces personal responsibility.