1. Advanced Instructor Course

2. Unit # 6 2

3. Learning Objectives The student will be able to recognize the types of student behaviors. The student will be able to discuss the methods used to solve unwanted student behavior. Learning Objectives The student will be able to recognize the types of student behaviors. The student will be able to discuss the methods used to solve unwanted student behavior. 3

4. As an Instructor, you would like to think your class will be: Informative Run smoothly Be fun, and Benefit each student As an Instructor, you would like to think your class will be: Informative Run smoothly Be fun, and Benefit each student 4

5. 6.1Learning Objective: Identify the types of student behaviors. 5

6. Unfortunately, you will have students who, intentionally or not, will detract from everyone’s learning experience As an Instructor, you will have to deal with this: Quickly Positively, and As an Instructor, you will have to deal with this: Quickly Positively, and 6

7. If your response to unwanted behavior is negative! You can destroy the trust you built with the students and lose the class If your response to unwanted behavior is negative! You can destroy the trust you built with the students and lose the class 7

8. Your response will effect: The student causing the “problem” and All the other students Remember body language says more than words. Your response will effect: The student causing the “problem” and All the other students Remember body language says more than words. 8

9. You must deal with inappropriate student behavior for the good of the class. 9

10. 6.2Learning Objective: List criteria for solving unwanted student behavior. 10

11. Effectively solving unwanted student behavior requires the instructor to meet three criteria: 1. Maintain the learner’s self esteem. 2. Avoid further disruption to learning. 3. Eliminate or minimize the behavior. 1. Maintain the learner’s self esteem. 2. Avoid further disruption to learning. 3. Eliminate or minimize the behavior. 11

12. Student Behaviors Overly Talkative Why: May be “eager beaver” or showoff. May be well informed and anxious to show his/her knowledge. May be naturally talkative. Why: May be “eager beaver” or showoff. May be well informed and anxious to show his/her knowledge. May be naturally talkative. What to do: Don’t be embarrassing or sarcastic, you may need them later. Slow them down with some difficult questions. Interrupt with: That’s interesting, class what do you think. Let the group take care of him as much as possible. What to do: Don’t be embarrassing or sarcastic, you may need them later. Slow them down with some difficult questions. Interrupt with: That’s interesting, class what do you think. Let the group take care of him as much as possible. 12

13. Student Behaviors Highly Argumentative Why: Combative personality— heckler. May normally be good natured, but upset by problems. Why: Combative personality— heckler. May normally be good natured, but upset by problems. What to do: Keep your own temper in check...don’t let the class get excited either. Find merit in one of their points…express agreement…then move on. When they make an obvious misstatement, toss it to the group…let them turn it down. What to do: Keep your own temper in check...don’t let the class get excited either. Find merit in one of their points…express agreement…then move on. When they make an obvious misstatement, toss it to the group…let them turn it down. 13

14. Student Behaviors Quick and Helpful Why: Really trying to help. May keep others from participating. Why: Really trying to help. May keep others from participating. What to do: Bypass them tactfully by calling on others. Thank them, then suggest letting others respond. Use them for summarization. What to do: Bypass them tactfully by calling on others. Thank them, then suggest letting others respond. Use them for summarization. 14

15. Student Behaviors Rambler Why: Talks about everything except the subject. Uses far fetched analogies. Gets lost. Why: Talks about everything except the subject. Uses far fetched analogies. Gets lost. What to do: When they stop for a breath, thank them. Refocus their attention by restating relative points and move on. Smile, tell them their point is interesting, point to visual aid and in a friendly way indicate “we are off the subject.” (Remember body language says more than words do.) Last resort, glance at your watch. What to do: When they stop for a breath, thank them. Refocus their attention by restating relative points and move on. Smile, tell them their point is interesting, point to visual aid and in a friendly way indicate “we are off the subject.” (Remember body language says more than words do.) Last resort, glance at your watch. 15

16. Student Behaviors Personality Clash Why: Two or more members clash. Clash between instructor & student Destructive; can divide your class into opposite factions. Why: Two or more members clash. Clash between instructor & student Destructive; can divide your class into opposite factions. What to do: Emphasize points of agreement. Minimize points of disagreement. Draw attention to the objective. Ask a direct question on the subject topic. Bring an unbiased member into the discussion. Frankly ask that personalities be set aside. What to do: Emphasize points of agreement. Minimize points of disagreement. Draw attention to the objective. Ask a direct question on the subject topic. Bring an unbiased member into the discussion. Frankly ask that personalities be set aside. 16

17. Student Behaviors Obstinate Why: Won’t budge! Prejudiced. Hasn’t or won’t see your point. Why: Won’t budge! Prejudiced. Hasn’t or won’t see your point. What to do: Throw their view out to the group. Let them straighten them out. Tell them time is short, you will be glad to discuss with them later. Suggest they accept the group viewpoint for the moment. What to do: Throw their view out to the group. Let them straighten them out. Tell them time is short, you will be glad to discuss with them later. Suggest they accept the group viewpoint for the moment. 17

18. Student Behaviors Wrong Subject Why: Not RAMBLING. Off topic being discussed. Why: Not RAMBLING. Off topic being discussed. What to do: Take blame: “I must have said something that led you off the subject.” “We should be discussing….” Don’t embarrass them. What to do: Take blame: “I must have said something that led you off the subject.” “We should be discussing….” Don’t embarrass them. 18

19. Student Behaviors Side Conversation Why: May be related to the subject. May be personal. Distracts class and you. Why: May be related to the subject. May be personal. Distracts class and you. What to do: Call on one of the students involved in side conversation and ask an easy question. Call on one of the students involved in side conversation and restate the last opinion or response, and ask their opinion. If you habitually move around the room, stand casually behind the students talking. Should not be obvious to the class. What to do: Call on one of the students involved in side conversation and ask an easy question. Call on one of the students involved in side conversation and restate the last opinion or response, and ask their opinion. If you habitually move around the room, stand casually behind the students talking. Should not be obvious to the class. 19

20. Student Behaviors Inarticulate Why: Lacks ability to put thoughts in proper words. Gets the idea, but can’t convey it. Needs help. Why: Lacks ability to put thoughts in proper words. Gets the idea, but can’t convey it. Needs help. What to do: Don’t say, “What you mean is this.” Say, “Let me repeat that” (then put it in better language). Twist their ideas as little as possible, but have them make sense. What to do: Don’t say, “What you mean is this.” Say, “Let me repeat that” (then put it in better language). Twist their ideas as little as possible, but have them make sense. 20

21. Student Behaviors Definitely Wrong Why: Comes up with comments to questions and responses. The comments are obviously incorrect. Why: Comes up with comments to questions and responses. The comments are obviously incorrect. What to do: Say, “I can see how you feel.” Say, “I can see your point. Can we reconcile that with…(the subject at hand). Handle delicately so not to embarrass the student. What to do: Say, “I can see how you feel.” Say, “I can see your point. Can we reconcile that with…(the subject at hand). Handle delicately so not to embarrass the student. 21

22. Student Behaviors Asks You for Your Opinion Why: Trying to put you on the spot. Trying to have you support one view. May simply be looking for your advice. Why: Trying to put you on the spot. Trying to have you support one view. May simply be looking for your advice. What to do: Generally, avoid solving students problem… Help, yes! Don’t take sides. There are times when you must give a direct answer. Determine reason for your view first. Say, “First, let’s get some other opinions…” then ask another student for their point of view. YOU SELECT THE STUDENT. What to do: Generally, avoid solving students problem… Help, yes! Don’t take sides. There are times when you must give a direct answer. Determine reason for your view first. Say, “First, let’s get some other opinions…” then ask another student for their point of view. YOU SELECT THE STUDENT. 22

23. Student Behaviors Won’t Talk Why: Bored. Indifferent. Feels Superior. Timid. Insecure. What to do: Your action depends on their motivation. Arouse their interest, ask their opinion. Call on the person next to them. Then ask their opinion of the answer. If close to the student, ask their opinion so they feel they are talking to you not the class. For “superior” type, ask view indicating respect held for experience. Be careful, the group may resent the comment. Use a provocative question to elicit their response. If first time to talk, compliment. Be sincere. What to do: Your action depends on their motivation. Arouse their interest, ask their opinion. Call on the person next to them. Then ask their opinion of the answer. If close to the student, ask their opinion so they feel they are talking to you not the class. For “superior” type, ask view indicating respect held for experience. Be careful, the group may resent the comment. Use a provocative question to elicit their response. If first time to talk, compliment. Be sincere. 23

24. REMEMBER: You WILL encounter disruptive student behavior. You must deal with it for the good of the class. Your entire presentation and the ability of the class to learn will be effected. Your response should be to: Eliminate or minimize Maintain learner self esteem Avoid further disruption Remember, body language says more than words do! You WILL encounter disruptive student behavior. You must deal with it for the good of the class. Your entire presentation and the ability of the class to learn will be effected. Your response should be to: Eliminate or minimize Maintain learner self esteem Avoid further disruption Remember, body language says more than words do! 24

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26. United States Department of Justice, Federal Bureau of Investigation, Instructor Development Course. “Getting Appropriate Participation,” The Training and Development Sourcebook, Lloyd S. Baird, Craig Eric Schneider, and Dugan Laird, 1983, Human Resources Development Press, Amherst, Massachusetts. 26