Dealing with Challenging Students | Origin: ED104
This is a general discussion forum for the following learning topic:
Class Management Strategies--> Dealing with Challenging Students
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
The talkative student can be a challenge, but they can also be an asset by electing them to help out when it comes to teamwork. The talkative student usually wants to be the team captain as it meets their needs to be center stage. You can give them instructions on what the team should do and them let them help in completing the work with the team's help.
Everyone has strengths and weaknesses in the classroom setting. Recognizing these different attributes and finding ways to monopolize their strengths while reducing their negative aspects in the classroom would be the best approach to uplift the class in general and bring other students into the interactive process that may not normally be called upon.
Giving each student opportunities to contribute to class and not just the demonstrative ones will encourage engagement in the more reserved students.
Many students who are disengaged or inattentative are that way as a learned behavior from early school years. They have continually gotten away with it by being a class clown,teacher favorite or making the teacher think they are their favorite teacher.
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. Building stronger relationships through regular check-ins and positive reinforcement.
Using restorative practices to address conflicts and encourage accountability.
Creating a classroom environment where students feel safe, respected, and heard.
Reflecting on my own biases and triggers so I can respond more thoughtfully.
Encourage the students to work as group and have them present their work.
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.
When dealing with a diverse group of students, it is helpful to have a plethora of strategies to keep as many of them engaged as possible. It is also important to maintain basic human care and empathy to address all of my students as fairly as possible. When students are not engaged, I should take that as a cue to add some relevant activities to the class, or even speak with students one on one to gain a clearer perspective.
Students come with a variety of behaviors and willingness to participate in class. Being prepared and being able to notice the different behaviors will help teachers deal with different behaviors. Probably the most important thing noted in this section is the part that reminds teachers to look at themselves when they are having problems with a child. We can change ourself a lot faster than we can change a kid.
I have learned how to better help with rowdy students and to get the class back on track, How to deal with students who play the "blame game" and to quiz the students on the class rules and regulations in the begining of the session to make sure they herd and understood.
Encouragement helps everyone learn better. I love giving students individual tasks to adapt to their learning personality.
Faculty know who the bad students are. This may be academically...or it may be socially. Little wins will gravitate to bigger wins....but you cannot belittle adults.
From this module, I learned that attempting to change a challenging student is not always a realistic goal. Rather, it is the management of this student type through useful strategies that actually works. I will be employing all the strategies offered by this module, especially those related to students who are chronic excuse makers.
I like the strategy to handle center-stage students. Very helpful!
Post- Tchelinda Hunter
I enjoyed learning to use the different strategies to rechannel center stage students energy. I favored the Use-it-wisely cards and observer to summarize learning topic for the day by taking notes. I am going to try these methods in class. Not just with the center stage students but with the quiet students as well. This method will promote student engagement in the classroom.
From this module, I’ve learned how essential it is to plan and structure a course with intention and clarity. The importance of a well-written rationale, organized syllabus, and consistent classroom management really stood out to me. These elements not only set expectations but also create a sense of trust and professionalism that helps students stay motivated and engaged. I also learned that reinforcing real-world relevance—such as deadlines and practical examples—helps students connect learning to their future careers.
It is important to not let one student disrupt the class, and make sure all voices are heard by finding strategies that allow soft spoken students to speak up. The blue card idea sounds like a great idea, I would like to try it.
To be more open to different perspectives of how students may learn
When I have a challenging student, I will often talk to my peers (other instructors) and also the Student Coach to see what strategies work for them and also to alert the Student Coach to maybe spend some time with this student to see how we can help them be successful and to minimize disruption.
