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.
Most classes have every type of student mentioned. The best way to handle this situation is to step back and observe to try and determine each students challenging behavior and address them accordingly.
I like making them the observer and giving summaries in class. I also like the idea of everyone getting 5 colored cards to raise their hand for only 5 questions/comments in class.
I have learned how to deal with disruptive students and how to document the activities for the disruption.
I learned new strategies to work with different kinds of students. Also, learned reasons for behaviors in the classroom and how to respond.
Being mindful of how my mood and what I say to them can have a major effect on my students.
Comment on Michael Mulligan's post: I move center-stage students to the front of the class and assign them more class related responsibilities. This keeps them more cognizant and attuned to the class happenings.
I mainly need to improve at dealing with the inattentive students. I feel like I need to really focus on this at the beginning of the year because once you lose them its much harder to get them back. I think if you can identify them within the first couple of weeks before they have fully checked out, there's a chance to bring them back by talking to them, giving them jobs, or noticing when they do work. Once they have moved into the part of the year where they've missed 90% of the assignments and have a 10% grade in the class, its much harder to pull them back, especially if you're holding to the no late work policy.
On how to deal with inattentive adult students.
I have tried the meeting with the center stage students and it is not always 100% successful. The cards system seems geared at younger students not something I can use with my high schoolers. Some of the other strategies might work.
I like dealing with chatty and center stage students by moving closer to them. I have seen how it can bring their focus back onto the lecture. I also like to set them up for success by catching them paying attention and asking them questions that I believe they under stand. This gives them a bit more self confidence and engages the class.
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I appreciate that this covers how to manage adult students
The strategy's for dealing with inattentive/chatty and center stage students. Simply moving closer to them and assigning them an observer role. Good ideas I will implement.
