Difficult Student Situations
How to Turn Difficult and Emotional Interactions with Students
Into Priceless Teaching Opportunities
Recently we had the opportunity to present a session on difficult student situations at the annual TASS (Teaching Academic Survival Skills) conference in Fort Lauderdale, FL. This conference is a find for people interested in addressing the problems of at-risk students. It’s a fairly small gathering filled with professionals dedicated to the success of students who enter college on the margins—so you find yourself meeting and spending time with dedicated professionals who know of what they speak. It’s also reasonably priced and well run. We highly recommend it.
Sometimes students are at risk because:–They lack family experience in college, or resources, or good foundational high school experiences. At other times, life simply gets in the way of success. A student may experience an illness, or a family crisis, or a conflict with other students or an instructor. This week’s podcast continues a series on students in crisis; this one takes on a range of situations from the point of view of the professor in getting the best possible outcome out of difficult situations. It’s a recording of our conference presentation with our colleague Prof. Bonni Stachowiak.
Jennifer Hulehan • Thank you for sharing–at the community college, we see more and more difficult/emotional interactions with students every day and new instructors–particularly adjunct faculty–struggle with how to appropriately respond.
Susan Day-Holsinger • Great flow chart!
James Martiney, Ph.D. • Thanks for sharing; added podcast to my subs. David – Great job… is the Checklist posted on your link available for sharing? I would love to share it with some of my adjunct colleagues.
David Yes, it is free, link added.
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THIS EPISODE WAS RECORDED ON Wednesday, March 20, 2013
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Comments from our community:
Saturday, May 25, 2013 / Via LinkedIn
Cheri Etling • Negotiated – no. Grades are earned not given – students need to recognize that there is a relationship between performance results and reward in the workplace – their perceived level of effort is not enough. However, it is important to intervene early if students are struggling and try to find ways to help them improve their performance. There may also be extenuating circumstances that impact one test, project or paper that can pull down a grade, especially if there are limited points to be earned in the class. If this is the case, the professor may want to find out why there is the outlier and may choose to make adjustments.
Jurij Smole • I agree with Cheri. In Fine Art education some students think, there is nothing exact – and grades are given. But galleries are not stuffed with everyone’s art or music performance is not only organised noise. To avoid this problem, we should make system of measured entities in the begining and emphatic interventions through studying process.
Negotiation is relativisation of teachers professionality.