31-The Student Who Leaves1

NovaQuest International School; 12 F.C.C. Maratab Ali Road, Lahore, Pakistan. Phone: 042-577-804, 807NovaQuest International School; 12 F.C.C. Maratab Ali Road, Lahore, Pakistan. Phone: 042-577-804, 807 11

Handling Difficult Students Handling Difficult Students in the Classroomin the ClassroomNovaQuest International SchoolNovaQuest International School

Teacher Training ProgramTeacher Training Program


Series on “Handling Series on “Handling Difficult Students in the Difficult Students in the

Classroom” Classroom” After conducting a survey of After conducting a survey of approximately 300 Schools approximately 300 Schools

and Teachers in these Schools, and Teachers in these Schools, a list was compiled to a list was compiled to

determine what behaviors determine what behaviors were causing anxiety to were causing anxiety to teachers and distracting teachers and distracting classroom teaching. The classroom teaching. The lecture covers one such lecture covers one such

behavior:behavior:


31. 31. The Student Who The Student Who LeavesLeaves

Aurangzeb BhattiAurangzeb BhattiNovaQuest International NovaQuest International

SchoolSchool


The ArguerThe Arguer Some children seem to enjoy arguing; they Some children seem to enjoy arguing; they

criticize your decisions, challenge your criticize your decisions, challenge your answers, and question your directions. answers, and question your directions.

Children argue not just because they have Children argue not just because they have a gripe, but also because of what they hope a gripe, but also because of what they hope to gain from their arguing, namely attention to gain from their arguing, namely attention and power. and power.

If you have an argumentative student, you If you have an argumentative student, you can find yourself spending considerable can find yourself spending considerable time debating, justifying, and explaining. time debating, justifying, and explaining.

This might divert you from your lessons and This might divert you from your lessons and encourage the arguer's classmates to encourage the arguer's classmates to engage in similar behavior. engage in similar behavior.


The ArguerThe Arguer The problem is not that a student is The problem is not that a student is

challenging a teacher. An important goal of challenging a teacher. An important goal of education, after all, is to help students education, after all, is to help students become independent thinkers. become independent thinkers.

The problem is a child who challenges his/her The problem is a child who challenges his/her teachers in an teachers in an inappropriateinappropriate manner. manner.

Your goal in working with an argumentative Your goal in working with an argumentative student, therefore, is not to stifle the student, therefore, is not to stifle the expression of opinions, but to help him/her expression of opinions, but to help him/her learn to convey those opinions in an learn to convey those opinions in an appropriate and respectful manner. appropriate and respectful manner.


WHAT YOU CAN DOWHAT YOU CAN DO

Tips for Managing “The Tips for Managing “The Arguer”Arguer”


Don't take the bait.Don't take the bait. The The argumentative student wants to elicit a argumentative student wants to elicit a response from you, either by engaging response from you, either by engaging you in debate or by upsetting you. you in debate or by upsetting you.

Neither of those reactions, therefore, Neither of those reactions, therefore, will change their behavior. will change their behavior.

Respond instead in a matter-of-fact Respond instead in a matter-of-fact manner, perhaps saying something manner, perhaps saying something like “Ali, I'm sorry you feel that way." like “Ali, I'm sorry you feel that way." Then return to what you were doing Then return to what you were doing without giving him an audience. without giving him an audience.

The ArguerThe Arguer


Give a brief lesson in communication Give a brief lesson in communication skills.skills. The first few times the student argues The first few times the student argues with you, help him/her see that they can make with you, help him/her see that they can make their ‘point’ in another way. their ‘point’ in another way.

You might consider saying something like, You might consider saying something like, “Saima, you don't need to argue or speak “Saima, you don't need to argue or speak disrespectfully to get your point across. If you disrespectfully to get your point across. If you state your point in a pleasant, respectful state your point in a pleasant, respectful manner, you have a better chance of being manner, you have a better chance of being heard." heard."

You might suggest an alternative way to state You might suggest an alternative way to state their opinion. Let them know privately that their opinion. Let them know privately that their arguing can be unpleasant to listen to their arguing can be unpleasant to listen to and that other students might avoid them if and that other students might avoid them if they continue to express themselves in that they continue to express themselves in that way. way.



Help the student become more aware Help the student become more aware when she is arguing.when she is arguing. Arguing could be so Arguing could be so second nature to the student that he/she second nature to the student that he/she doesn't even realize they are doing it. doesn't even realize they are doing it.

Try establishing a private signal you can Try establishing a private signal you can use to cue them when they are being use to cue them when they are being argumentative.argumentative.

The signal might be as simple as getting The signal might be as simple as getting their attention and touching your lips with their attention and touching your lips with your finger. your finger.



Encourage the student to put Encourage the student to put their argument in writing.their argument in writing. Ask Ask him/her to write down their thoughts on him/her to write down their thoughts on paper and leave them on your desk. paper and leave them on your desk.

Tell them you will get back to them Tell them you will get back to them within a day or two. within a day or two.

Make sure to follow up with the student Make sure to follow up with the student even if you think their point is without even if you think their point is without merit. merit.



Make time during the day to hear Make time during the day to hear her argument.her argument. Tell the student you Tell the student you are interested in hearing their are interested in hearing their concerns, but that class time is not concerns, but that class time is not the right time to do so. the right time to do so.

Ask him/her to see you either Ask him/her to see you either before or after school to discuss the before or after school to discuss the issue. issue.



Let them know that you will listen Let them know that you will listen attentively to their argument as attentively to their argument as long as they speak in a calm and long as they speak in a calm and respectful manner, and that you respectful manner, and that you expect them to extend that same expect them to extend that same courtesy to you. courtesy to you.

You should always try to set a You should always try to set a “time limit” for the discussion. “time limit” for the discussion.



Thank YouThank You

Aurangzeb BhattiAurangzeb BhattiNovaQuest International NovaQuest International

SchoolSchool

Documents

31-The Student Who Leaves1