Common Problematic Students

No matter the qualification, years of service and expertise of a teacher, there would still be some students in their class that are very problematic—their behavior is out of hands and indescribable. This is most especially if the class is more than 25, containing students from mixed background, religions and race. Certain kinds of student behavior — common to every classroom but maddening nonetheless — make that task even more challenging. But I’ve discovered that even the most difficult classroom personalities respond to positive discipline that balances rights and responsibilities (Rogers, 2018). So, the good news is that, no matter how problematic they are, you can always get them on the right track.

One of the most known problems among students across the world is being noisy. Over-talkative students can bore the other students and lower their morale. It is up to the teacher to involve the other students by giving them a chance to ask and answer questions. The teacher should call on students other than the over-talkative ones even if the over-talkative students volunteer to answer a question. The teacher should also reassure the students that it is not the number of questions answered that matters but the quality and good attempt at answering the questions that matter. This will encourage even those students who are not confident to at least attempt to answer questions asked.

A well-mapped out manner of doing this is to give a positive reminder followed by words of appreciation. Focus on the desired behavior, rather than the behavior you don’t want; for example, “One at a time” or “Remember our rule for manners” rather than “Don’t butt in!” Keep the directions brief; avoid dwelling on the problem. In addition, I find it effective to use “thanks” rather than “please,” even when correcting, because it communicates compliance with the behavioral objective (Rogers, 2018).

Clear selection of the appropriate body language and tone of voice can also do wonders. How we’re heard by students depends greatly on our characteristic nonverbal behavior. Saying the phrase “Walking quietly, thanks” in a sarcastic tone of voice while wagging a finger in students’ faces will nullify your positive words. Keep control of your tone of voice, eye contact, proximity to the student, and body language (Rogers, 2018).

Another common problem that ends up affecting a student’s academic competence is not being attentive. This is not necessarily a disruptive behavior and as such, you should always weigh up the benefits of interceding before acting. If you decide you will like to increase a student’s attentiveness, it is good idea you endeavor to make eye contact with them. You may also be surprised to notice that students suddenly become more attentive if you ask them a question, if you explicitly relate the topic to assessment or keep them active (Race & Pickford, 2007). When teachers want to initiate and sustain attention, thoughtful use of the pause can help. A pause before giving the necessary direction conveys the expectation that the students look toward you, listen, and subsequently respond. When a teacher calls across the room to two students talking, “Lisa, Emma, what are you doing?,” they may only hear their names mentioned, not the question that follows. It’s better to start with the student’s name (in a firmer tone), followed by a pause for attentive effect, then the direction (Rogers, 2018).

The clinger or attention-grabber is another problematic issue in class. These students that fall under this category will not let go except if their demands are met, not minding if those of other students suffer. In order to overcome this problem, start with tactical ignoring. Tactical ignoring is a teacher’s conscious decision to ignore certain behavior and keep the focus on the flow of the lesson, or on acknowledging and reinforcing positive behavior. Students notice what the teacher does attend to — students who follow the rule and put their hand up and wait — and they often follow suit. If tactical ignoring doesn’t work and the student’s behavior affects other students’ right to learn or your right to teach, try a simple direction or reminder: “Hands up without calling out, thanks” or “Remember our class rule.” To reinforce or sometimes replace verbal directions, hand signals can be very effective — particularly if you’ve established them at the beginning of the year. For example, try a blocking hand to signal that a student should wait, or remind a child of the “hands-up” rule by raising one hand and putting the other to your mouth (Rogers, 2018).

The problem of some students is that they leave earlier than expected. These early leavers are also disruptive in nature. The approach of including something relevant to assessment can be applied to the last five minutes of class in order to deter students from leaving the class before the end of the lesson. If they see the value in being there, they will most probably make the efforts. If, however, this technique doesn’t have any effect on them, it means you need to exercise caution. You may wish to state clearly your expectations for attendance, but equally you may wish not to risk alienating the students. Whatever you do, never waste time at the beginning or end of the session discussing excuses as this is unfair to the rest of the class and it’s even unproductive (Race & Pickford, 2007).

The best way is to always ensure that disruptive behaviors are totally avoided. To prevent disruptive behavior in the classroom, establish behavioral expectations at the beginning of the semester.  State expectations regarding attendance, lateness, class participation, cheating and appropriate conduct in the course syllabus and discuss them at the outset of the term.  Such explicit statements provide an opportunity for the instructor to underscore the importance of civility in the classroom—a reminder to students that the school expects respectful classroom behavior and has the prerogative to intervene and discipline when students behave disrespectfully and that students’ rights and privileges to learn in the classroom, free from disruption and harassment, will be protected (Kamath, 2018).