Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE

Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT SIX STUDENT BEHAVIORS BCCO PCT #4 Power. Point

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

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

6. 1 Learning Objective: Identify the types of student behaviors. 4

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: Quickly Positively, and 5

If your response to unwanted behavior is negative! You can destroy the trust you built with the students and lose the class 6

Your response will effect: The student causing the “problem” and All the other students Remember body language says more than words. 7

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

6. 2 Learning Objective: List criteria for solving unwanted student behavior. 9

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. 10

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

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

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

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

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

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

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

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

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

Student Behaviors Rambler Why: What to do: Smile, tell them their Uses far point is interesting, fetched point to visual aid analogies. in a friendly way indicate “we are off the subject. ” (Remember body language says more than words do. )

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

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

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

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

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

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

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

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

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

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

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

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

Student Behaviors Inarticulate Why: Lacks ability to put thoughts in proper words. 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 Inarticulate Why: What to do: Gets the idea, but can’t convey it. Twist their ideas as little as possible, but have them make sense. Needs help.

Student Behaviors Definitely Wrong 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). 35

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

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

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

Student Behaviors Asks You for Your Opinion What to do: There are times when you May must give a direct answer. simply be Determine reason for your view first. Say, looking “First, let’s get some for your other opinions…” then advice. ask another student for their point of view. YOU SELECT THE STUDENT. Why:

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

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

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

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

Student Behaviors 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 Why: Insecure.

REMEMBER: ü You WILL encounter disruptive student behavior. ü You must deal with it for the good of the class. ü Your entire presentation and the ability of the class to learn will be effected. 45

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

QUESTIONS 47

Bibliography 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