Managing Unmotivated Students in the Classroom
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The document provides strategies for addressing unmotivated or disruptive student behavior in the classroom. It discusses categorizing misbehaviors, possible causes, prevention strategies, early interventions, specific behavior interventions, student codes of conduct, and when to redirect students to management. The overall strategies focus on establishing clear rules, intervening early, addressing behaviors respectfully and privately, and involving management if needed.
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Managing Unmotivated Students in the Classroom
- 1. When a student is unmotivated, want to be entertained rather then work: • Provide choice • Pursuit of special interest area • Personal goal setting • Develop leadership skills to promote self- confidence
- 2. MANAGING DISTRUPTIVE CLASSROOM BEHAVIOR PREVENTING STRATEGIES, ERLIY INTERVENTION, AND EMERGANCY MEASURES
- 3. CATOGERIES OF STUDENT MISBEHAVIOR • DISRUPTIVE BEHAVIOR – REBELLIOUS – EMOTIONAL • INTIMIDATING OR AGGRASSIVE BEHAVIOR TOWORD THE PROFESSOR • CLASSROOM BULLIES • ABERRANT OR IMMATURE BEHAVIOR
- 4. STUDENT BEHAVIOR • DISRUPTIVE BEHAVIOR – ARRIVING LATE – EATING OR DRINGKING – TALKING ON CELL PHONE – BRINGING CHILDREN TO CLAS
- 5. STUDENT MISBEHAVIOR • DISRUPTIVE BEHAVIORS – CONDUCTING SIDE CONVERSATIONS – OFFENSIVE COMMENTS TO INTRUCTOR OR OTERS STUDENT – MAKING IMPUDENT REMARKS – CONSISTENTLY DISAGREEING
- 6. STUDENT MISBEHAVIOR • INTIMIDATING OR AGGRESSIVE BEHAVIOR TOWORD THE PROFESSOR – DEFIANT POSTURING – OBSCENE GESTURES – HOSTILE ARGUING – CHALLENGING – MENACING PHYSICAL POSTURING – ITIMIDATING STATEMENT TOWORD THE INSTUSTOR
- 7. STUDENT MISBEHAVIOR • CLASSROOM BULLIES – HIJACKING THE CLASS – RUDE – INSULTING – UNCIVIL – IRRITATING BEHAVIOR TOWARD CLASSMATE – INTERFERING WITH TEACHING AND LEARNING
- 8. STUDENT MISBEHAVIOR • ABERRANT OR IMMATURE BEHAVIOR – ACTING IN A BIZARRE MANNER – ACTING SPACED OUT – UNDER CHEMICAL INFLUENCE – ENGAGING IN EXHIBITION – EMOTIONAL RESPONSES – MAKING IRRATIONAL, INAPPROPRIATE, UNRELATED STATEMENT
- 9. POSSIBLE CAUSES • STUDENT OFTEN ENTER COLLAGE WITH “CONSUMER MENTALITY” – PURCHASING A COMMODITY – DEMAND ACCONTABILITY – DEMAND COURSES BE TAUGHT ON THEIR TERMS • STUDENT BELIEVE THAT THEIR BEHAVIOR HAS NO BEARING THEIR FUTURE SUCCESS
- 10. POSSIBLE CAUSES • STUDENT BRING THEIR HIGH SCHOOL BEHAVIOR TO COLLAGE • STUDENT HAVE NEVER BEEN CONFRONTED BY THEIR INSTRUSTORS FOR INAPPROPRIATE BEHAVIOR • STUDENT RESORT TO INTIMIDATION TO RELIVEVE STRESS
- 11. POSSIBLE CAUSES • UNDERPREPARED STUDENT • STUDENT HAVE BLURRED PERCEPTION OF BOUNDARIES BETWEEN THEMSELVES AND COLLAGE FACULTY/STAFF • MANY FACULTY AVOID EXPLICIT RULES TO AVOID LOOKING TOO RIGID
- 12. POSSIBLE CAUSES • COLLAGE EDUCATION HAS BECOME A MEAN TO AN END IN ITSELF • HIGH TECH WORLD MAY RESULT IN STUDENT WITH MORE LIMITED SOCIAL SKILLS
- 13. THE MILLENNIAL FACTOR • STUDENT ENTER COLLAGE WITH MORE EXPOSURE TO ADULT WORLD THAN PREVIOUS GENERATION • STUDENT RECIVE EXPOSURE TO VAST LEVEL OF INFORMATION ACTIVITY • STUDENT ARE EXPREIENCING HIGH LEVELS OF STESS AND ANXITETY • MORE STUDENT ARE WORKING PART TIME
- 14. THE MILLENNIAL FACTOR • STUDENT ON THE CUTTING EDGE OF TECHNOLOGY PRORICIENCY • STUDENT HAVE AMBITOIN CAREER ASPIRATIONS BUT UNREALISTIC EXPECTATION ABOUT WHAT IT TAKE TO ACHIVE THESE GOAL • STUDENT AWARE OF THE RULES BUT SEEK TI FIND WAYS AROUND THEM “CHEATING IS OK IF YOU DO NOT GET CAUGHT”
- 15. PREVENTION STRATEGIES • PROVIDE A CLEAR SET OF RULES – PHONES AND BEEPERS OFF – NO LEAVING CLASS FOR CALLS – NO BATHROOM BREAKS – NO SIDE CONVERSATIONS – NO SLEEPING
- 16. PREVENTION STATEGIES • QUESTION TO BE DIRECTED TOWORD THE ISTRUCTOR • NO READING UNRELATED MATERIALS • TAKING ATTENDANCE AN LEARN STUDENT NAMES • NU USE OF LAPTOPS EXPECT FOR COURSE WORK • PROVIDED RULES BOTH VERBALLY AND IN WRITING
- 17. PREVENTION STRATEGIES • SERVE AS A ROLES MODEL FOR THE CONDUCT YOU EXPECT FROM YOUR STUDENT • START CLASS ON TIME • END CLASS ON TIME
- 18. EARLY INTERVENTION • DO NOT DEAL WITH STUDENT YOU ARE EMOTIONAL • DO NOT DEAL WITH STUDENT WHEN THEY ARE EMOTIONAL
- 19. EARLY INTERVENTION • INTRERVENE EARLY – PRACTICE GOOD COMUNICATION – SPEAK WITH STUDENT IN PRIVATE AFTER CLASS TO DISCONTINIUE DISTRUPTIONS – BE SPECIFIC ABOUT CONCERNS
- 20. EARLY INTERVENTION • INTERVENE EARLY – FOCUS ON HOW BEHAVIORS AFFECT YOU AND OTHER STUDENT – PROVIDE SUGGESTION OR DIRECTIVES – CONSIDER A DIFFERENT SEAT
- 21. BEHAVIOR INTERVENTIONS • RAMBLING – REFOCUS ATTENTION BY RESTATING RELEVANT POINTS – RE-DIRECT QUESTIONS TO THE CLASS – ASK HOW TOPIC RELATED TO THE CURRENT TOPIC – “would you summarize your main point please?”
- 22. BEHAVIOR INTERVENTION • SHYNESS OR SILENCE – CHANCE TEACHING STRATEGIES FROM GROUP DISCUSSION TO WRITTEN EXERCISES – PROVIDE STRONG REINFORCEMENT FOR ANY CONTRIBUTION – INVOLVE DIRECTILY BY ASKING QUESTION – MAKE EYE CONTACT
- 23. BEHAVIOR INTERVENTION • TALKATIVENESS – ACKNOWLEDGE COMMENTS MADE – GIVE LIMITED TIME EXPRESS VIEWPOINTS AND THEN MOVE ON – MAKE CONTACT WITH ANOTHER PERSON – PROVIDED ATTENTION AFTER CLASS OR DURING BREAKS – “THAT’S AN INTERESTING POINTS LET’S SEE WHAT OTHERS THINKING!”
- 24. BEHAVIOR INTERVENTION • SHARPSHOOTING – ADMIT THAT YOU DO NOT KNOW THE ANSWER AND REDIRECT THE QUESTION YO THE GROUP OR THE PERSON ASKING – ACKNOLEDGE THAT THIS IS A JOINT LEARNING EXPERIENCE – IGNORE THE BEHAVIOR
- 25. BEHAVIOR INTERVENTION • HECKLING/ARGUING – REDIRECT QUESTION TO THE GROUP OR SUPPERTIVE INDIVIDUALS – RECOGNIZE PERCITIPATION’S FEELINGS AND MOVE ON – ACKNOLEDGE POSITIVE POINTS – “IT’S LOOKING LIKE WE DISAGREE”
- 26. BEHAVIOR INTERVENTION • OVERT HOSPITALITY – REMAIN CALM AND POLITE – KEEP YOUR TEMPER IN CHECK – DON’T DISAGREE, BUT BUILT ON OR AROUND WHAT IS SAID – MOVE CLOSER TO THE PERSON, MAINTAINING EYE CONTECT – TALK TO HIM/HER PRIVATELY – IGNORE BEHAVIOR – ASK HIM/HER TO LEAVE
- 27. STUDENT CODE OF CONDUCT • PROHIBITED CONDUDT – CAUSING PHYSICAL OR PSYCHOLOGICAL HARM – INTERFERING WITH THE NORMAL COLLAGE ACTIVITIES – VERBAL PR PHYSCAL DISTRUCTION OF TEACHING – INTERFERING WITH THE FREEDOM OF EXPERSSION
- 28. STUDENT CODE OF CONDUCT • PROHIBITED CONDUCT – FAILING TO COMPLY WITH THE DIRECTION OF THE COLLAGE OFFICALS – ALL FORMS OF ACADEMIC DISHONESTY – LEWD, INDECENT, OR OBSCENE CONDUCT, FACE TO FACE USE OF FIGHTING WORDS, AND/OR PROFANE EXPRESSIONS
- 29. YOU MAY REDIRECT DISTRUCTIVE STUDENT TO THE MANAGEMENT • INFORMATION STUDENT HE/SHE CANNOT RETURN TO CLASS WITHOUT A LETTER FROM MANAGEMENT • PROMPTLY INFORM THE MANAGEMENT OF THE ISSUES