CLASSROOM MANAGEMENT Dealing With Difficult Student Behaviors by 0u5L5K

VIEWS: 24 PAGES: 33

									    AM I Buggin Ya Yet?
Dealing With Difficult Student Behaviors


           Jana Bernhardt
   Professor Academic Foundations
   Lead Instructor, College Success
      College of Central Florida
         Am I Buggin’ Ya Yet?
Dealing With Difficult Student Behaviors




     What Are
      They?
                 Am I Buggin’ Ya Yet?
        Dealing With Difficult Student Behaviors




• Difficult student behaviors are those behaviors which
  negatively influence but do not always significantly obstruct
  the teaching/learning process.
• These behaviors influence the classroom community and
  sometimes do create a negative learning environment
• The disruptive potential of difficult student behaviors is
  related to the frequency of occurrence and the severity of
  the consequences of these behaviors.
    Am I Buggin’ Ya Yet?:
Dealing With Difficult Student Behaviors

What are the behaviors you face?
           Am I Buggin’ Ya Yet?
     Dealing With Difficult Student Behaviors

3 Stages
1. PROACTIVE
2. CONSTRUCTIVE
3. REACTIVE
              Am I Buggin’ Ya Yet?
        Dealing With Difficult Student Behaviors

PROACTIVE STAGE
a)   Choosing approaches, using tools and creating a classroom
     atmosphere where the opportunity for learning is
     maximized for all students.
b)   Focuses on preventing, minimizing and eliminating
     occurrences of difficult student behaviors
     Am I Buggin’ Ya Yet?
 Dealing With Difficult Student Behaviors



WHAT Tools to
   Use?
             Am I Buggin’ Ya Yet?
     Dealing With Difficult Student Behaviors
              Proactive Stage Tools
a) SYLLABUS

•   INCLUDE DETAILED INFORMATION!
•   Consider as a “contract” identifying specific terms and
    expectations for the course
•   Identify all of your specific expectations and policies for
    individual and group behavior in the classroom, grading
    policies and criteria
•   Identify all specific criteria and policies concerning
    violations of expectations
•   Take time at beginning of class to review in detail-
    encourage student discussion & input
              Am I Buggin’ Ya Yet?
         Dealing With Difficult Student Behaviors
                     Proactive Stage Tools
2.   MODEL APPROPRIATE BEHAVIORS
•     Establish class norms and standards of behavior
      and review first week
•     Be consistent in identification and application of
      rules, policies and expectations
•     Be firm and genuine in your expectations of a
      respectful learning environment
•     Identify positives in each student and use
      supportive and encouraging statements
            Am I Buggin’ Ya Yet?
        Dealing With Difficult Student Behaviors
                   Proactive Stage Tools
3.   Learner Centered Instruction
•    Promotes student involvement, responsibility for
     learning and ownership of learning environment
     and process
•    Promotes collaboration, consensus and community
     building in classroom
•    Encourages student involvement in decision
     making and responsibility for individual and
     group behavior
           Am I Buggin’ Ya Yet?
      Dealing With Difficult Student Behaviors




CONSTRUCTIVE STAGE – when inappropriate
 responses occur during class discussions,
 instructor limits or redirects the inappropriate
 student responses without discouraging
 student discussion.
             Am I Buggin’ Ya Yet?
       Dealing With Difficult Student Behaviors
 Constructive Stage Techniques to Manage Discussions

a) Ask specific questions to provide students with framework
   upon which to build their responses.
•  Avoid vague, open ended or closed yes/no questions when
   trying to stimulate discussion
•  Provide appropriate wait times for students who need
   time to process thoughts
•  Assign questions on sensitive or controversial topics in
   advance. Provide clear guidelines for responses
          Am I Buggin’ Ya Yet?
      Dealing With Difficult Student Behaviors
Constructive Stage Techniques to Manage Discussions
e) Encourage students to use/take written
   notes to support oral responses.
f) Encourage students to support oral
   arguments with specific details and
   examples
g) Encourage students to listen to others
   without interrupting
                Am I Buggin’ Ya Yet?
      Dealing With Difficult Student Behaviors
Constructive Stage Techniques to Manage Discussions
h) Share samples of written responses for
    objective consideration
I) Model appropriate language for sample
    responses when opposing viewpoints are
    presented. “ we can learn from differing
   perspectives” “ different is simply different-
   not wrong”
              Am I Buggin’ Ya Yet?
       Dealing With Difficult Student Behaviors
 Constructive Stage Techniques to Manage Discussions
• Challenge students to respond to discussions examining
  perspectives, values and beliefs other than their own. What
  do you think an opposite viewpoint might be?”
• Acknowledge all student responses with positive feedback,
  then provide guidance or correction toward a more
  appropriate response. Use the “sandwich” technique

  AFFIRMATION – COMMENT--CORRECTION -- AFFIRMATION
              Am I Buggin’ Ya Yet?
       Dealing With Difficult Student Behaviors
 Constructive Stage Techniques to Manage Discussions

Group/Team discussions:
• Each member of group should have specific
  role/task/function (recorder, time keeper, spokesperson,
  moderator, observer, etc.)
• Monitor progress of each group and discussions
          Am I Buggin’ Ya Yet?
      Dealing With Difficult Student Behaviors



REACTIVE STAGE- is used to keep difficult
 student behaviors from obstructing the
 learning climate.
              Am I Buggin’ Ya Yet?
        Dealing With Difficult Student Behaviors
                   REACTIVE STAGE


• Respond quickly to any demonstrations of rude or
  disrespectul behavior. Do not ignore or overlook.
• Be consistent with course policies. Deadlines, grading, etc.
• Address individual demonstrations of difficult behavior with
  students in private. Be supportive and caring when
  discussing classroom behavior, absenteeism, tardiness, grades,
  effort, etc.
• Use peer support and interaction to create positive
  collaborative classroom atmosphere.
             Am I Buggin’ Ya Yet?
    Dealing With Difficult Student Behaviors
              REACTIVE STAGE

• Keep the focus of classroom decorum on students not
  instructor
• Use “we” not “I” statements to encourage student
  ownership in classroom environment
• Focus on equality of rights for all students to learn in
  positive and disruption free environment
• Encourage student participation in setting classroom
  expectations
• Be respectful and consistent when addressing
  inappropriate behaviors
              Am I Buggin’ Ya Yet?
        Dealing With Difficult Student Behaviors
                   REACTIVE STAGE
Incivility
Use your institution Student Code of Conduct and
   administrators to address serious incidents of inappropriate
   behavior in the classroom.
Have a plan ready to implement for serious incidents such as
   verbal or physical abuse, threats or other potentially violent
   behavior.
                  Am I Buggin Ya Yet?
    Strategies for Specific Kinds of Difficult Student Behavior

Difficult behavior - monopolizing classroom discussions
possible student motivations:
• become center of attention
• feel superior to classmates,
• challenge instructor for control of class

Instructor Strategies:
• Calling on student, then moving QUICKLY to another topic or student
• Reduce eye contact as class moves on and ask to see student after class
• Use constructive confrontation skills to explain why you are not always
  calling on student and why it is important to give all students in class
  opportunity to share in discussions and contribute knowledge
                 Am I Buggin’ Ya Yet?
    Strategies for Specific Kinds of Difficult Student Behavior

Student behavior:         Distracting comments and stories that do
                          not contribute to topic being discussed
                          and seem to not make any point
Possible motivations:
• Student may feel “disconnected” to learning environment and this is
   repeated attempt to “plug in”
• student may not understand topic of discussion
• student may not be paying attention in class
• Student may have processing learning disability

Instructor strategies:
• Can either wait until student finishes comments, or if comments are too
  disruptive or continue on and on, can interrupt student’s comments with
  something like...” That is an interesting comment, that leads us to focus
  on....” (bring discussion back on topic ).
                 Am I Buggin’ Ya Yet?
                    Strategies for Specific Kinds of
                      Difficult Student Behavior

Student behavior: Continual argument, disagreement with instructor and
   peers during class
Possible motivation:
• Challenging instructor for control of class, debate is their stimulant,
   intimidation of classmates and instructor. Knows the exception to
   every rule-feels superior to others.

Instructor strategies:
• Agree when you can and quickly move to another topic or student point
    of view.
• Do not become defensive or take criticism and negative comments
    personally
• Suggest that student meet with you after class to discuss thoughts more
    fully – perhaps even in writing
• Use constructive confrontation techniques to address issue with student
    and discuss impact upon other class members
                 Am I Buggin’ Ya Yet?
             Strategies for Specific Kinds of
               Difficult Student Behavior

Student behavior:
Non participation in class discussions and
  activities

Possible motivation:
• lack of confidence
• student needs time to process information
• they listen think and process
• Lack of interest
                   Classroom Management:
                 Strategies for Specific Kinds of
                   Difficult Student Behavior

• Instructor strategies:
• Watch body language and facial cues.
• During some discussions, allow students brain storming time
  to write down answers to discussion topic before presenting
  verbally.
• If student is very uncomfortable in class discussions, talk to
  them after class and make a deal: explain that you will not
  call on them or will give them time to participate in
  discussions and the signal for their participation will be when
  you walk the room and stand near their desk or some other
  type of pre-arranged plan. Keep this just between instructor
  and student.
                       Am I Buggin’ Ya Yet?
                   Strategies for Specific Kinds of
                     Difficult Student Behavior

Behavior:       Crusading during discussions .

Student focuses all comments and perspectives around certain causes
   and issues (animal rights, feminism, the environment, political
   decisions, religion etc)- even when inappropriate.
Tends to be poor listener and not interested in perspectives of others

Possible motivation
Student is truly committed to the philosophic perspective of cause.
Student try to “convert” peers in class and instructor; student may be
seeking attention and control of class
                       Am I Buggin’ Ya Yet?
                   Strategies for Specific Kinds of
                     Difficult Student Behavior



Instructor strategies:
• Look for exterior signs of crusading: tee shirts, buttons,
  bumper stickers on books, etc
• Set guidelines for classroom discussions – such as time limits,
  focusing on topic, respecting other’s perspectives, respecting
  other student’s wishes to not discuss certain topics, listening
  and feedback skills
                Am I Buggin’ Ya Yet?
         Dealing With Difficult Student Behaviors
               Constructive Confrontation

• Guidelines for Constructive Confrontation
  One reason that some people have a difficult time successfully
  negotiating conflict and communication about conflicting topics is
  because they are uncomfortable dealing with confrontation.
  Constructive confrontation is not a “win/lose” situation, but allows all
  parties involved to examine or confront a situation from a positive
  “win/win” situation that allows mutual respect and
  acknowledgement.
         Am I Buggin’ Ya Yet?
     Dealing With Difficult Student Behaviors
           Constructive Confrontation



1) OWN THE PROBLEM
• Use “I” statements, not “you”
• Provide non threatening non defensive
   focus on the problem
• Allows you to clearly communicate your
   feelings, requests
            Am I Buggin Ya Yet?
      Dealing With Difficult Student Behaviors
            Constructive Confrontation
2) IDENTIFY or DEFINE the PROBLEM
  –   Be specific
  –   Exactly what behaviors are the issue?
  –   Why are the behaviors an issue?
  –   Identify specific instances of behavior and frequency of
      occurrence
  –   Avoid absolute statements – “always and never”
            Am I Buggin Ya Yet?
       Dealing With Difficult Student Behaviors
             Constructive Confrontation



3) NAME the STAKES
•   How important is this issue? Why is it important?
•   What will happen if it is not resolved?
•   Be consistent with consequences and follow
    through
             Am I Buggin’ Ya Yet?
       Dealing With Difficult Student Behaviors
             Constructive Confrontation

4) LISTEN, LISTEN, LISTEN

•   Use active listening techniques to provide
    acknowledgement to the speaker
•   Paraphrase and repeat for clarification


5) PROBLEM SOLVE TOGETHER
• What can WE do?
         Am I Buggin’ Ya Yet?
      Constructive Confrontation Guidelines


6) MAKE a PLAN and STICK to IT
Reevaluate, follow up and feedback

								
To top