Unit 6
Solving Classroom Problems
Managing a developmental class
can be a challenge for even the most seasoned instructor, for
a number of reasons.
You may find that your students:
- have not yet adjusted
to the college culture
- are using inappropriate
behavior to cover up their anxieties about college
- are too disorganized
to keep track of assignments
- are unconvinced of
the value of the course you're teaching
- are hostile to authority
figures, including you
Many instructors have found the
following suggestions helpful when they teach developmental classes.
1. Help immature students adjust
to the college culture.
- Have students meet
in their base groups to develop class rules. (This kind of ungraded
activity is an excellent way to help students learn to work productively
in small groups). Post or duplicate the final set of rules so
that the whole class is familiar with them.
- Handle inappropriate
behavior calmly the first time. A humiliating attack on a student
can destroy class morale for the entire semester. If the behavior
continues, deal with it privately, or seek help from someone
on the college staff.
- Don't personalize
misbehavior. It's better to say, "Your behavior isn't helping
you learn" than to treat a problem as a deliberate attack
on your authority.
2. Remember that it's better
to prevent problems beforehand than to overcome them later.
- Monitor your own moods
and feelings: Students have an amazing ability to uncover and
mirror an instructor's negative energy.
- Remember that problems
are most likely to erupt in the first five minutes of class.
Strive to begin the class on a positive note.
- Start fresh each day.
Don't write off an entire class if one or two lessons go poorly.
- Use every tool you
can think of to motivate your students at the beginning of a
course. Most instructors spend far too little time "selling"
the course content: You should devote at least one class meeting
to activities that show students why your subject is so fascinating
and important to you.
- Plan several icebreakers
and high-interest activities that build morale and excite students
about your course.
3. Use your authority sparingly.
- Practice minimalist
discipline. Sometimes you can get a group back on task simply
by standing or sitting nearby. An inquisitive look or thoughtful
question can be just as effective as a reprimand.
- End a confrontation
as soon as the student or group returns to the task at hand.
The fewer words, the better.
- Use questions to flip
students from negative feelings to productive thinking. William
Glasser, a psychologist who's an expert on school problems, suggests
that teachers ask: "What are you doing now?" and "Is
it working?"
- Don't stake your self-esteem
on forcing a student to acknowledge your authority.The only person
whose behavior you can control is you. Power contests are always
losing propositions for instructors: Even if you win the immediate
battle, you may lose the respect of the rest of the class.
4. Communicate assertively.
- Use "I"
messages to convey your feelings when things aren't going right:
"I'm frustrated" or "I'm disappointed," for
example.
- Remember that you
don't have to prove to students that you're right. A stubborn
student can resist even the most logical explanation from you--and
a power contest may result. Restate your point, smile, and move
on. Saying "I'm sorry you feel that way" is a graceful
way to achieve closure after a conflict.
- Listen calmly and
carefully when a student disagrees with you. Nobody is right
all the time. Don't defend an indefensible position just because
you're the teacher. A simple "I didn't understand you the
first time" is sufficient.
- Avoid apologetic,
submissive behavior. Don't ask students' permission to assign
homework or schedule a test.
5. Teach students how to manage
their assignments.
- At the beginning of
the semester, duplicate and hand out a weekly topic list or--better
yet--a list of the semester's assignments and testing dates
- Record a brief message
about the day's assignment on your voice mail: "If you're
in my 9 o'clock class, I've assigned chapter 3."
- Encourage groups to
share phone numbers and email addresses in case someone misses
a class or needs help with an assignment.
- Write assignments
on the chalkboard in the same place at the beginning of each
class.
- Plan lessons and assignments
carefully before you come to class. You may get busy while you're
teaching and forget to assign homework.
- Prepare thoroughly
for activities. Make a checklist of materials and handouts you
will need to ensure that the activity goes smoothly.
- Check notebooks at
regular intervals for a grade. Messy, disorganized notebooks
don't earn credit.
- Do "instant checks"
for a grade or extra credit: Students have 15 seconds or so to
find a particular handout or worksheet in their notebooks and
hold it up in their right hands.