1. BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT SIX

2. 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. 2

3. As an Instructor, you would like to think your class will be: Informative Run smoothly Run smoothly Be fun, and Benefit each student Benefit each student As an Instructor, you would like to think your class will be: Informative Run smoothly Run smoothly Be fun, and Benefit each student Benefit each student 3

4. 6.1 Learning Objective: Identify the types of student behaviors. 4

5. 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: QuicklyPositively,and QuicklyPositively,and 5

6. 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 6

7. 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. 7

8. You must deal with inappropriate student behavior for the good of the class. 8

9. 6.2 Learning Objective: 6.2 Learning Objective: List criteria for solving unwanted student behavior. 9

10. 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. 10

11. Overly Talkative Why: May be “eager beaver” or showoff. Why: What to do: Don’t be embarrassing or sarcastic, you may need them later. What to do: Don’t be embarrassing or sarcastic, you may need them later. Student Behaviors

12. Why: May be well informed and anxious to show his/her knowledge. Why: What to do: Slow them down with some difficult questions. Interrupt with: That’s interesting, class what do you think. What to do: Slow them down with some difficult questions. Interrupt with: That’s interesting, class what do you think. Overly Talkative Student Behaviors

13. Why: May be naturally talkative. Why: May be naturally talkative. What to do: Let the group take care of him as much as possible. What to do: Let the group take care of him as much as possible. Overly Talkative Student Behaviors

14. Why: Combative personality —heckler. Why: What to do: Keep your own temper in check...don’t let the class get excited either. What to do: Keep your own temper in check...don’t let the class get excited either. 14 Highly Argumentative Student Behaviors

15. Why: May normally be good natured, but upset by problems. Why: What to do: Find merit in one of their points…express agreement…then move on. What to do: Find merit in one of their points…express agreement…then move on. Highly Argumentative Student Behaviors

16. What to do: When they make an obvious misstatement, toss it to the group…let them turn it down. What to do: When they make an obvious misstatement, toss it to the group…let them turn it down. Why: May normally be good natured, but upset by problems. Why: Highly Argumentative Student Behaviors

17. Quick and Helpful Why: Really trying to help. Why: What to do: Bypass them tactfully by calling on others. What to do: Bypass them tactfully by calling on others. 17 Student Behaviors

18. Why: May keep others from participat ing. Why: What to do: Thank them, then suggest letting others respond. Use them for summarization. What to do: Thank them, then suggest letting others respond. Use them for summarization. Quick and Helpful Student Behaviors

19. RamblerRambler Why: Talks about everything except the subject. Why: What to do: When they stop for a breath, thank them. Refocus their attention by restating relative points and move on. What to do: When they stop for a breath, thank them. Refocus their attention by restating relative points and move on. 19 Student Behaviors

20. Why: Uses far fetched analogies. Why: What to do: 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.) What to do: 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.) RamblerRambler Student Behaviors

21. Why: Gets lost. Why: What to do: Last resort, glance at your watch. What to do: Last resort, glance at your watch. RamblerRambler Student Behaviors Dose not know when to “SHUT-UP”

22. Personality Clash Why: Two or more members clash. Why: What to do: Emphasize points of agreement. What to do: Emphasize points of agreement. 22 Student Behaviors

23. Why: Clash between instructor & student Why: What to do: Minimize points of disagreement. Draw attention to the objective. Ask a direct question on the subject topic. What to do: Minimize points of disagreement. Draw attention to the objective. Ask a direct question on the subject topic. Personality Clash Student Behaviors

24. Why: Destructive; can divide your class into opposite factions. Why: What to do: Bring an unbiased member into the discussion. Frankly ask that personalities be set aside. What to do: Bring an unbiased member into the discussion. Frankly ask that personalities be set aside. Personality Clash Student Behaviors

25. ObstinateObstinate Why: Won’t budge! Why: What to do: Throw their view out to the group. Let them straighten them out. What to do: Throw their view out to the group. Let them straighten them out. 25

26. Why:PrejudicedWhy:Prejudiced What to do: Tell them time is short, you will be glad to discuss with them later. What to do: Tell them time is short, you will be glad to discuss with them later. ObstinateObstinate Student Behaviors

27. Why: Hasn’t or won’t see your point. Why: What to do: Suggest they accept the group viewpoint for the moment. What to do: Suggest they accept the group viewpoint for the moment. ObstinateObstinate Student Behaviors

28. Wrong Subject Why: Not RAMBLING Why: Not RAMBLING What to do: Take blame: “I must have said something that led you off the subject.” “We should be discussing….” What to do: Take blame: “I must have said something that led you off the subject.” “We should be discussing….” 28 Student Behaviors

29. Why: Off topic being discussed. Why: Off topic being discussed. What to do: Don’t embarrass them. What to do: Don’t embarrass them. Wrong Subject Student Behaviors

30. Side Conversation Why: May be related to the subject. Why: What to do: Call on one of the students involved in side conversation and ask an easy question. What to do: Call on one of the students involved in side conversation and ask an easy question. 30 Student Behaviors

31. Why: May be personal. Why: What to do: Call on one of the students involved in side conversation and restate the last opinion or response, and ask their opinion. What to do: Call on one of the students involved in side conversation and restate the last opinion or response, and ask their opinion. Side Conversation Student Behaviors

32. Why: Distracts class and you. Why: What to do: If you habitually move around the room, stand casually behind the students talking. Should not be obvious to the class. What to do: If you habitually move around the room, stand casually behind the students talking. Should not be obvious to the class. Side Conversation Student Behaviors

33. InarticulateInarticulate Why: Lacks ability to put thoughts in proper words. Why: What to do: Don’t say, “What you mean is this.” Say, “Let me repeat that” (then put it in better language). What to do: Don’t say, “What you mean is this.” Say, “Let me repeat that” (then put it in better language). 33 Student Behaviors

34. Why: Gets the idea, but can’t convey it. Needs help. Why: Gets the idea, but can’t convey it. Needs help. What to do: Twist their ideas as little as possible, but have them make sense. What to do: Twist their ideas as little as possible, but have them make sense. InarticulateInarticulate Student Behaviors

35. Definitely Wrong Why: Comes up with comments to questions and responses. Why: Comes up with comments to questions and responses. 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). 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). 35 Student Behaviors

36. Why: The comments are obviously incorrect. Why: The comments are obviously incorrect. What to do: Handle delicately so not to embarrass the student. What to do: Handle delicately so not to embarrass the student. Definitely Wrong Student Behaviors

37. Asks You for Your Opinion Why: Trying to put you on the spot.. Why: What to do: Generally, avoid solving students problem… Help, yes! What to do: Generally, avoid solving students problem… Help, yes! 37 Student Behaviors

38. Why: Trying to have you support one view. Why: What to do: Don’t take sides. What to do: Don’t take sides. Asks You for Your Opinion Student Behaviors

39. Why: May simply be looking for your advice. Why: What to do: 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: 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. Asks You for Your Opinion Student Behaviors

40. Won’t Talk Why:Bored. What to do: Your action depends on their motivation. What to do: Your action depends on their motivation. 40 Student Behaviors

41. Why:Indifferent What to do: Arouse their interest, ask their opinion. What to do: Arouse their interest, ask their opinion. Won’t Talk Student Behaviors

42. Why: Feels Superior. What to do: Call on the person next to them. Then ask their opinion of the answer. What to do: Call on the person next to them. Then ask their opinion of the answer. Won’t Talk Student Behaviors

43. Why:Timid. What to do: If close to the student, ask their opinion so they feel they are talking to you not the class. What to do: If close to the student, ask their opinion so they feel they are talking to you not the class. Won’t Talk Student Behaviors

44. Why:Insecure. What to do: 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: 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. Won’t Talk Student Behaviors

45. 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. 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. 45

46. Your response should be to: Eliminate or minimize Maintain learner self esteem Avoid further disruption Remember, body language says more than words do! Your response should be to: Eliminate or minimize Maintain learner self esteem Avoid further disruption Remember, body language says more than words do! REMEMBER:

47. 47 QUESTIONS

48. 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. 48 Bibliography