In our last three posts, we examined how adults learn, and why interactive methods are important in that learning process. We discussed practical teaching methods that encourage buy-in from adult students, and we considered some guidelines for implementing those methods.We might be tempted to think that if we apply the principles of interactive teaching and incorporate some of the methods in our classes, all of our adult students will respond positively. Well…maybe not! Although the majority of your students will enjoy this approach, there will be some who are reluctant to join in, some who just plain refuse to do so and others who want to take over your class! What do you do with these students? Glad you asked!
Reluctant students Not everyone is a born-participator. Some of us prefer to be spectators for various reasons. In some cases, students may prefer to just watch because they are shy or lack self-confidence. They don’t know you or the other students very well and they don’t want to risk looking foolish. (This is why you should never plan skits, role plays or other “performance” methods early in your course!) In some cases, students may feel intimidated about interacting with the opposite sex or by class members with a more dominant personality.
Some students may be reluctant to participate because they lack experience related to the topic. They feel their participation will not contribute to the class
Other students are simply spectators by nature. These are analytical people who learn by watching and reflecting. Eventually, they may want to join the activity, but only after they’ve had time to process it.
So, what do you do with reluctant students? You take the pressure off by giving them permission to “pass” on the activity. You do this before the activity by saying something like this:
“Each small group will prepare and present a brief role play to show us how you would handle a particular discipline situation in club. You don’t all have to perform the role play. Some of you can help with ideas of what to do, or if you’re not sure, just be there for “moral support”.
With those directions from my instructor, my reluctant spirit is put at ease, realizing I can choose my own level of involvement with which I am comfortable. And I might just surprise you by deciding to participate fully! (Note: don’t let other students pressure group members to participate!)
Resistant students The resistant student is a little different from the reluctant one. While the reluctant student is often afraid to participate for various reasons, the resistant student stubbornly refuses to cooperate. What do we do with this student? Change the location of the class next week…and don’t tell him? Tempting as that solution may be, let’s try another approach!
First, be careful not to jump to conclusions about these students—and don’t take their resistance personally. There may be many reasons why they refuse to participate. You have no control over some factors. For example, their resistance may be a result of not feeling well. We all have those days when we would just rather be left alone! It could be that this student is dealing with family or job-related stress. Perhaps this student had a bad experience in the past when he or she was embarrassed in a group activity.
There may be other reasons (that you may have inadvertantly caused) for students to resist an activity. Perhaps this student does not see the value in the activity. (That could happen if you fail to share the rationale behind the activity first!) Maybe the activity itself has not been well explained. If students are confused about what to do, they will be resistant to do it! Another reason some may resist is that the activity is inappropriate for their age, experience or physical capability.
Occasionally, you may have students who have a critical spirit, are argumentative or simply disruptive. If this is the case, you will probably have observed their bad attitude in other ways such as negative body language, rude comments or lack of respect toward you or other students.
What do you do with a resistant student? If the student’s behavior is not disruptive to the rest of the class, leave him or her alone. If you are aware of precipitating factors over which you have no control, let the student know that you are praying for him or her and that you are available if the individual needs to talk.
If the student makes comments that indicate the problem has to do with the activity itself, take steps to correct the problem Most likely other students feel the same way, but are not as bold to let you know! Be certain to explain the rationale for the activity. Ask students if your instructions need to be clarified. Consider whether you may have chosen an activity that is inappropriate for your audience. If so, go to “plan B”!
If the student is disruptive, you need to address the problem privately. Take the student aside at the earliest possible time and tell him or her what you are observing and how it is affecting the group. Ask the person’s cooperation in changing behavior; if it continues, ask him or her to leave.
Dominant students Occasionally we all have students who want to take over the class like a dictator in a third-world country! Sometimes these students just have strong personality styles. They are big-picture people who get impatient waiting for others to catch up. They want to move things along at their own pace.
Other dominant students feel that their superior knowledge makes you somewhat obsolete and that they could do a better job. They seek any opportunity to display their expertise on the subject and can quickly dominate a discussion, buzz group or other activity.
Still other dominant students are just bullies. They want to impose their views on everyone else and aggressively seek to intimidate others.
Dominant behavior that is aggressive and harmful is often, surprisingly, rooted in fear or hurt. These individuals may have deep insecurities about their own ability and use dominance to give themselves some sense of control.
The problem with dominant students is how other students respond to them. Some will simply stop trying to participate, knowing that the dominant one will answer the question or be the group’s spokesperson. Others are drawn into arguments with the individual, taking the class off focus.
So, what do you do as in instructor? When dealing with a dominant student, don’t be intimidated by him or her. You need to be in control of the class session at all times. Always deal with this type of student privately.
If the student is simply one who needs to move ahead more quickly, give him or her an extra assignment that will provide a challenge. Have these students research a principle in Scripture, find statistics online or interview others on a particular topic. Be sure to give them opportunity to report back in class. You may also need to tactfully let the person know that, while you appreciate his or her contributions in class, you want others to have a chance to also participate. Ask the student to help you draw out the quieter students by holding back occasionally on answers.
If you sense the student is dominating just to show off or bully others, you need to take firm action. Do not let this student draw you into a public debate or confrontation. This is a control device that some personalities use to assert themselves. Meet privately with this student and follow the steps given above related to the resistant, disruptive student. Let these students know that their behavior is unacceptable and needs to change.
You need to seek God’s wisdom in dealing with any of these problem people. God knows the deep heart needs of all your students. He may want to use you be a catalyst for change in their lives. Ask God to control your words and attitude by His Holy Spirit, so that you are able to deal with these difficult personalities in love. Pray for God’s protection over your courses and students. Also, look for ways God is shaping you as an instructor through the experiences you gain from working with challenging people.
Have you had experience with any of these problem students? How did you handle it? Click COMMENT below and share your story with us!
Some students may be reluctant to participate because they lack experience related to the topic. They feel their participation will not contribute to the class
Other students are simply spectators by nature. These are analytical people who learn by watching and reflecting. Eventually, they may want to join the activity, but only after they’ve had time to process it.
So, what do you do with reluctant students? You take the pressure off by giving them permission to “pass” on the activity. You do this before the activity by saying something like this:
“Each small group will prepare and present a brief role play to show us how you would handle a particular discipline situation in club. You don’t all have to perform the role play. Some of you can help with ideas of what to do, or if you’re not sure, just be there for “moral support”.
With those directions from my instructor, my reluctant spirit is put at ease, realizing I can choose my own level of involvement with which I am comfortable. And I might just surprise you by deciding to participate fully! (Note: don’t let other students pressure group members to participate!)
Resistant students The resistant student is a little different from the reluctant one. While the reluctant student is often afraid to participate for various reasons, the resistant student stubbornly refuses to cooperate. What do we do with this student? Change the location of the class next week…and don’t tell him? Tempting as that solution may be, let’s try another approach!
First, be careful not to jump to conclusions about these students—and don’t take their resistance personally. There may be many reasons why they refuse to participate. You have no control over some factors. For example, their resistance may be a result of not feeling well. We all have those days when we would just rather be left alone! It could be that this student is dealing with family or job-related stress. Perhaps this student had a bad experience in the past when he or she was embarrassed in a group activity.
There may be other reasons (that you may have inadvertantly caused) for students to resist an activity. Perhaps this student does not see the value in the activity. (That could happen if you fail to share the rationale behind the activity first!) Maybe the activity itself has not been well explained. If students are confused about what to do, they will be resistant to do it! Another reason some may resist is that the activity is inappropriate for their age, experience or physical capability.
Occasionally, you may have students who have a critical spirit, are argumentative or simply disruptive. If this is the case, you will probably have observed their bad attitude in other ways such as negative body language, rude comments or lack of respect toward you or other students.
What do you do with a resistant student? If the student’s behavior is not disruptive to the rest of the class, leave him or her alone. If you are aware of precipitating factors over which you have no control, let the student know that you are praying for him or her and that you are available if the individual needs to talk.
If the student makes comments that indicate the problem has to do with the activity itself, take steps to correct the problem Most likely other students feel the same way, but are not as bold to let you know! Be certain to explain the rationale for the activity. Ask students if your instructions need to be clarified. Consider whether you may have chosen an activity that is inappropriate for your audience. If so, go to “plan B”!
If the student is disruptive, you need to address the problem privately. Take the student aside at the earliest possible time and tell him or her what you are observing and how it is affecting the group. Ask the person’s cooperation in changing behavior; if it continues, ask him or her to leave.
Dominant students Occasionally we all have students who want to take over the class like a dictator in a third-world country! Sometimes these students just have strong personality styles. They are big-picture people who get impatient waiting for others to catch up. They want to move things along at their own pace.
Other dominant students feel that their superior knowledge makes you somewhat obsolete and that they could do a better job. They seek any opportunity to display their expertise on the subject and can quickly dominate a discussion, buzz group or other activity.
Still other dominant students are just bullies. They want to impose their views on everyone else and aggressively seek to intimidate others.
Dominant behavior that is aggressive and harmful is often, surprisingly, rooted in fear or hurt. These individuals may have deep insecurities about their own ability and use dominance to give themselves some sense of control.
The problem with dominant students is how other students respond to them. Some will simply stop trying to participate, knowing that the dominant one will answer the question or be the group’s spokesperson. Others are drawn into arguments with the individual, taking the class off focus.
So, what do you do as in instructor? When dealing with a dominant student, don’t be intimidated by him or her. You need to be in control of the class session at all times. Always deal with this type of student privately.
If the student is simply one who needs to move ahead more quickly, give him or her an extra assignment that will provide a challenge. Have these students research a principle in Scripture, find statistics online or interview others on a particular topic. Be sure to give them opportunity to report back in class. You may also need to tactfully let the person know that, while you appreciate his or her contributions in class, you want others to have a chance to also participate. Ask the student to help you draw out the quieter students by holding back occasionally on answers.
If you sense the student is dominating just to show off or bully others, you need to take firm action. Do not let this student draw you into a public debate or confrontation. This is a control device that some personalities use to assert themselves. Meet privately with this student and follow the steps given above related to the resistant, disruptive student. Let these students know that their behavior is unacceptable and needs to change.
You need to seek God’s wisdom in dealing with any of these problem people. God knows the deep heart needs of all your students. He may want to use you be a catalyst for change in their lives. Ask God to control your words and attitude by His Holy Spirit, so that you are able to deal with these difficult personalities in love. Pray for God’s protection over your courses and students. Also, look for ways God is shaping you as an instructor through the experiences you gain from working with challenging people.
Have you had experience with any of these problem students? How did you handle it? Click COMMENT below and share your story with us!
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