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DEALING WITH DIFFICULT STUDENTS

DEALING WITH DIFFICULT STUDENTS. Dr. NALAN SANLI RICHARDS FACULTY OF EDUCATION. Dealing With Difficult Students. Being thoughtful with your students can save you from many problems. Be supportive, encouraging, and respectful of student ideas in class.

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DEALING WITH DIFFICULT STUDENTS

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  1. DEALING WITH DIFFICULT STUDENTS Dr. NALAN SANLI RICHARDS FACULTY OF EDUCATION

  2. Dealing With Difficult Students Being thoughtful with your students can save you from many problems. • Be supportive, encouraging, and respectful of student ideas in class. • Always give your full attention to students while they are speaking.  • Be consistent with the students. Students are confused by a teacher who alternatively acts as a friend , then as a authority figure. • Don’t lose your sense of humor or the ability to laugh at your own mistakes. 

  3. Some problems and suggestions to work with them. The Arguer When you have disagreement with a student, you should: • Point out that you disagree because the statement does not correlate with the course material. If the student begins to disrupt the discussion: • Offer to talk privately after class or during office hours. Remain calm and nonjudgmental. Do not try to use the authority of your position as a teacher If a student is stubborn and refuses to postpone a disagreement until after class or office hours and completely disrupts a class: • Show your willingness to discuss the issue calmly. • In an extreme case, you may ask the student to leave the classroom. Do not respond as if you feel personally attacked. 

  4. The Over Talkative Student Over-talkative students: talks too much, answers before others have a chance, ask question off the subject being discussed. If a student is dominating a section: • Try to elicit responses from other students. • Look for someone else even though the over-talkative student volunteers. • Try to keep the group’s activity going without reinforcing one student’s talkative behavior.  • If it does not work, talk privately after class or in office. • Point out the difficulty of involving everyone if someone dominates

  5. The Silent Student • There might be different reasons for a student who attends regularly to class and never speak up: • Just enjoying listening • Feeling to dumb to contribute (especially in first year student) • Poor English What we can do for them? • Encourage students to speak by learning their name, making little compliment about their answer or assignments, seeing them in office hours. • If none of these strategies works, they can not be forced to participate. They have right to remain silent.

  6. The Student with Academic Problems • They usually do not seek help because they are embarrassed by poor grades and performance. • You can get in touch with students who do poorly in the first exam or who miss a couple of homework assignments to find out what is the problem. • They may need to face with the reality • They may need guidance to make sensible plans for their academic work • They may need suggestions how to study and manage their time as well as help with the course material. • You can encourage them to do better and using available sources in campus to get help for academic improvement

  7. Recognizing and Assisting Troubled Students University students often experience both personal and school- related stress. Some are situational and some arepsychological.  There are many teaching situations that you will be surprised by: • an angry student who confronts you about a grade; • a student whose behavior has markedly changed; • a student who overtly expresses thoughts of suicide. Students experiencing distress may turn to you for help. Your response could significantly affect the student’s ability to deal constructively with his/her problems. 

  8. Some behaviors that may indicate the student is in trouble:  • Seriously poor grades or a change from consistently good to unaccountably poor grades. • Excessive absences, especially if the student previously demonstrated consistent class attendance. • Depressed mood, excessive activity and rapid speech; red eyes; marked change in personal dress, falling a sleep in class. • Repeated requests for special consideration. • An unusual or exaggerated emotional response that is obviously inappropriate for the situation. • Highly disruptive behavior (hostile, aggressive, violent). • Loss of contact with reality. • Overt suicidal thoughts.

  9. Some suggestion you can use to help students • Demonstrate your respect for the student by talking to the student in a private place free from disturbance by others. • Give the student your undivided attention. • Express concern for the student in clear, direct, behavioral, non-judgmental terms. • Listen in a respectful, non-judgmental way. Let the student talk. • Try to support and understandbut don’t try to be the student’s counselor or therapist. • Suggest that the student call the PCGC for an appointment. In an immediate emergency, you may accompany the student to the center to make sure that he/she will see the counselor or therapist.

  10. When you are not sure about how to deal with the situation, consult with appropriate resources. If you have specific questions about a student or are unsure about how to approach a student, call PCGRC. In an emergency situation, do not hesitate to contact the University Police for emergency assistance.

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