Listen, Listen, Listen, many times students are being difficult due to other reasons many times outside the classroom.
Have a student support plan in place for those struggling along. Document everything.
Classroom/community management is vital to effective instruction and student learning. This takes wins and loses as you build your teaching experience. Again, starting with creating classroom/community norms can be extremely helpful and revisiting those norms daily during the first several classes, can create tremendous benefit in the long run.
We some times think that all students are the same style of learner and personality as we have but we have students of all kinds
I have learned that each "type" of student requires a different way of handling. Not all are the same
When I happen to encounter a disruptive student in the class I ask them to recap what has just been discussed to see if they were actually paying attention.
Everyone is human, listen to the issue, offer a solution, and have them write down their concerns to get a better understanding.
You may need to add a third party to the situation if needed.
Stay calm and ensure the student that you are there to help them learn and succeed.
Students are going to cheat if you give them the opportunity. I fell that treating them as adults and speaking to them in a way where you communicate an expectation will encourage a more mature environment.
I establish dominance early in the term by a sort of performative mental instability. I brand my self as "Crazy Instructor" so they expect me to be bombastic and animated. This cuts down on class clowning, changes the focus of angry students, and a makes shy students feel less intimidated.
Very good examples for ways to deal with the disruptive, hostile, or tempted to cheat student. There seems to be one in almst every class.
I am new intructure. I am seeking all suggestions as I start the new journey
physical movement during lecture and eye contact are ways to engage our students, as well as let them know we are aware of whats going on in class.
Create an environment so no student feels left out.
Taking controll of the class in imertiviate to maitaning order. Also using the schoools polices/ All guidlines and poolices regarding cheating or being disruptive should be apart of the orientation process
Recognizing when a students behavior impacts a class as a whole is important as it may be necessary to step in and remove that challenge
I really was keen on the idea of listening more and showing the student that you care and understand their feelings. This helps them know that they are people and not just a warm body filling the seat.
I catch myself looking into the eyes of a few students when I lecture. I don't know why those students specifically, maybe that they are reciprocating, or paying attention, or not taking notes, so they are looking to me.. I don't really know..
I love to give equal attention to students, and after my 12 years of teaching college level students, it's still not that easy.
I like the idea of having the angry/frustrated student write down their concern, so it will calm them down, allow them to reconsider the validity of their complaint, while give the instructor time to re-evaluate and plan the best response.
I've dealth with angry students, frustrated students, cheating students, and "know it all" students..
It's always a challenge to do the right thing, come across the right way, say the right words, express the right feelings.. but it's a continuous learning curve that won't stop as long as we deal with others...
Self control is of atmost importance, and pausing before any response might save us a huge deal of drama..
Listen then react is a golden rule, but it shouldn't happen during class time.
Documenting any argument will prove valuable when situations get escalated.
I learned to manage and monitor the "red-flag" behavior of some students and find interesting ways to dilute their negativity.
Managing student behavior requires good listening skills, neutrality, and perhaps even a third-party involvement.
