A CASE STUDY OF HOW TO DEAL WITH DIFFICULT STUDENTS IN THE CLASSROOM

A Case study of how to deal with difficult students in the classroom

A Case study of how to deal with difficult students in the classroom

Introduction

The paper focuses on the cases study based on dealing with difficult students in the classroom. every teacher has to deal with disrespectful students. While no two situations are alike, perceptive teachers can find ways to manage the situation. First of all, refuse to take the disrespect personally. Keep in mind that the child does not really know you as a person and is responding as a child would—childishly. Next, work to minimize the disruption in your classroom. (2005, Bernstein, pp. 45) Depending on the degree of disrespect—from rolling eyes and heavy sighs to loud remarks, you can choose to keep everyone else as on task as possible. Deal with the misbehaving student personally and in private whenever you can. When you do speak with the student, resist the urge to engage in a verbal battle. Instead, take a problem-solving approach. Work to solve the original problem and usually the student will volunteer an apology. even if the child does not apologize, when the behavior improves, be glad.

The topic is reflected from the movie “Stand and Deliver”. During the 1980s, that exceptional teacher at a poor public school built a calculus program rivaled by only a handful of exclusive academies.

Discussion

In the movie “Stand and Deliver” escalante's students surprised the nation in 1982, when 18 of them passed the Advanced Placement calculus exam. The educational Testing Service found the scores suspect and asked 14 of the passing students to take the test again. Twelve agreed to do so (the other two decided they didn't need the credit for college), and all 12 did well enough to have their scores reinstated.

In the ensuing years, escalante's calculus program grew phenomenally. In 1983 both enrollment in his class and the number of students passing the A.P. calculus test more than doubled, with 33 taking the exam and 30 passing it. In 1987, 73 passed the test, and another 12 passed a more advanced version ("BC") usually given after the second year of calculus.

Group work requires co-operation. Teachers therefore expect certain rules to be obeyed, even if the rules are unwritten or unspoken. Such rules include:

punctuality

regular attendance

performing the set tasks

paying attention

having the required materials or equipment

dressing appropriately

being polite

being respectful of others

Students who break any of these rules are likely to be perceived as disruptive and pose a problem to the teacher whose role it is to orchestrate the group so that it functions for the benefit of all. The first step in dealing with difficult behaviour is to rank each of the items above, so that you decide which you find most unacceptable down to which ones are just mildly disruptive. Now look at the list you have ranked and categorise each type of behaviour:

what makes you angry ...