I learned some key indicators and gained knowledge on how to assist all students in the classroom.
The Harvard Business College video was good. A slight look askance can speak volumes to a student.
This model has provided me with tricks to keep all students engaged and the importance of addressing all students both quiet and vocal. Also, the importance to keep the rules enforced, and to hold accountability.
identifying students that may be a disruption early on is key to helping the instructor understand some students may need extra guidance to get back on track of their goals and why they wanted to come to school
I have learned new ways to deal with student behaviors, both good and bad. Treating all the students with the same respect and attention may help set a tone in the class for the "center stage student" to understand that other students are just as important as them.
Gained some useful tips and tricks to deal with students who are loosing interest in class. Keep the class rolling break into small groups and then come together to share each groups results on if they completed the task or not. And if not figure out if it was bad instruction or just a hard task.
The course has taught me to address the disruptions in class and to address them accordingly.
There are a number of unique ways to deal with disruptive students during class. It's a matter of properly engaging them and finding a method will be cause them to be more engaged without taking away from the remainder of the students in the class,
In my experience, I've found that I can harness the "exuberance" of students who crave the spotlight. I can often come up with a job for that student under the guise of "assisting" me. In math classes, I'll often make students who like to speak up and interject into my fact-checker. With a calculator, they'll check my mental math as I work out examples on the board. When other students offer answers, I'll have my assistant "verify" the answer before I write it. When a student asks me a higher order question, I'll have students give their theories or opinions before I answer and have my assistant write down all the various points of view. This redirects the silly energy into things that can contribute to the learning while at the same time, drawing that extroverted student deeper into the material. If they consider themselves to be a know-it-all, I might let them lead a small group on a more challenging problem while I work with other students who might need to catch up.
In this section, I learned about different types of challenging students as well as strategies to engage them.
In my orientation, we discuss student stereotypes with my assurance that I have been all of the stereotypes! We address common issues: the know-it-all, the shy person, the mumbler (someone complaining under their breath)...it has beens successful because I explain that highjacking the learning experience of others won't be allowed and students will be asked to leave if they engage in highjacking the room or hurting other students' learning opportunities. With that said, I like your colored-cards for talking - that might help the shy folks as well.
How to deal with challenging students, center stage students, manipulative students, students who come to class late or nonparticipative students, we must find strategies to enhance student learning and also deescalate the students' behavior, have a seating chart for the student who is inattentive, center stage student do not allow them to take center stage all the time, include those who do not choose or want to participate, the manipulative student must understand that they must complete their assignments without giving excuses or expecting extra points because you brought me a gift or frequently give compliments to the teacher.
Throughout this course, I’ve developed a deeper understanding of how to manage challenging behaviors in the high school classroom by addressing students’ needs with patience, structure, and purpose. When students come to class unprepared, I’ve realized it’s not just about missing materials, it’s often a sign of disorganization or disengagement. I plan to support these students with clear routines and gentle accountability, like checklists or quick prep reviews. For those who feel ready to give up, I’ve learned the importance of creating a safe space where they feel seen and supported. Encouraging small wins and reminding them of their goals can reignite their motivation. Apple-polishing students, who try to win favor without putting in the work, will be guided toward genuine effort and growth by shifting focus away from surface-level praise. Adding regular thinking breaks will help all students, especially those feeling overwhelmed, pause, reset, and return to learning with a clearer mind. When students fall into the habit of blaming others, I’ll use reflective conversations and classroom norms to build personal responsibility. And for those who are inattentive, I’ll use movement, group work, and real-world connections to pull their focus back in. These strategies will help me create a classroom where every high school Health Science student feels capable of learning, growing, and overcoming obstacles.
Every stuents bring their own individual challenges to a class. Learning to address or divert these challenges to be productive is a valuable tool to creating a ositive learning enviornment
I've learn key indicators of the different type student behavior that may be in your class room.
These slides actually made me realize that I was the "center stage student" when I was in school. It all makes sense now
Gained some insight on how to deal with inattentive students.
Learn different ways to engage the students in the course and hold them accountable for their actions
Its funny how adults can act like children but there are ways to get them to change without making them feel embaressed.
