Good Practice

The Advisor

This student keeps telling you what you should be doing.

Ask him or her to suggest a procedure and then check it out with the rest of the class. If others concur, act upon the suggestion immediately. If they don’t concur, his/her argument is with the class not you.

In extreme cases, challenge the advisor openly: "Would you like to teach this class? If not. Please show enough courtesy by withholding your criticism until the end of the class." Most will back done, but if s(he) doesn’t allow the student to lead/facilitate the class.

The Attacker

Above all, don’t allow yourself to be pulled into an argument. Don’t get defensive.

Ask if the student has a better suggestion as to how the situation should be handled.

Ask if they feel their criticisms have been heard.

The Bragger

This student wants attention. Develop this student’s energy to benefit the team.

Put their energy to good use… but maintain balance.

The Bully

Remind the bully that threats are not a part of effective classroom processes.

If it is chronic, talk to the student after class to find out why this behaviour continues. Counsel in the benefits of discontinuing the bullying behaviour.

The Dictator

Remind the dictator that it is up to everyone in the class to volunteer to take part and that ordering people to do things doesn’t belong in the classroom situation.

If the dictator continues this behaviour, identify him or her as a dictator and ask him/her to rephrase this statement as an "I" message. If necessary, recruit the other student’s assistance in rephrasing the statement.

The Doubting Thomas

Point out the difference between understanding and agreement.

Get the class to agree not to evaluate the ideas until they are fully formed.

The Dropout

This student sits in the back of the room, doesn’t say anything, reads a book or doodles.

Ask a question of the dropout and then take the dropout off the hook by turning to someone else. "What’s your idea on this Bill?" "I’ll give you a minute to think. How about you, Jennifer?"

Between classes, ask the dropout why (s)he isn’t participating. Sometimes it’s because the class is not very effective.

Everyone Talks at Once

Comment – Ask students to wait until others have completed their thoughts before speaking.

Suggest that students try to build on the comments of the previous speaker.

Ask students to raise their hands before speaking if the problem persists.

Have students write their ideas and share what they have written one at a time.

The Griper

Ask student to state "gripe" as a problem statement – if not related to topic, request that the student record it as a possible item for the next brainstorming session.

Ask student to provide a solution.

Paraphrase the negative comments he or she makes. The shock of hearing how badly it sounds may cause change.

The Headshaker

This student non-verbally in a dramatic and disruptive manner shakes head or roll eyes.

The first strategy is to ignore the headshaker and focus on the student who is speaking. Or, turn to the student and say, "Frank, I see you’re shaking your head. Looks like you disagree with what is being said. Would you like to share your reactions with the rest of us?"

The Interrupter

Deal with the interrupter immediately. For example, "Just a moment John, let Charlene finish what she was saying."

Between classes you can point out to the chronic interrupter how irritating his behaviour is to the other members and suggest that the interrupter bring a pad of paper to write down ideas until there is an appropriate time to express them.

The Joker

Encourage him/her when the tensions need release (as long as it is not at the cost of another member). Laugh, compliment his wit. Ignore him when it is time to go to work and tensions are eased. (S)he will soon learn that his/her role is the productive release of tensions, not to waste time laughing it up when the group should be discussing.

The Know-it-All

Acknowledge the know-it-all’s expertise once, but emphasize why this issue is being considered by the group.

For example, "Yes, you are very knowledgeable, and this is your specialty. You many be right but the decision has to be made by the group after weighing all the alternatives." Or "You may be right but we are tackling the problem as a group to come up with some new insights and solutions. Your knowledge may actually be blinding you to new ways of looking at the problem."

The Latecomers

Speak to the student after the class.

Start the class on time regardless if everyone is there. This penalizes the one who is late not those who are on time.

Ask the student to be the group leader or to present at the next class.

Mention to the total group the importance of starting on time.

The Loudmouth

Catch and Throw: Thank the student for his or her opinion, and ask someone else for his or her opinion.

Interrupt tactfully with a question requiring a yes or no answer or summarizing statement: "Excuse me Janet, it sounds to me like you agree with Paul."

Use a "round robin" technique for discussion.

The Playboy/Playgirl

This student flaunts his/her disinterest in the group with nonchalance, horseplay, "cute" cynical remarks, jokes, etc.

Fail to reward the individual for his/her behaviour.

Discuss the behaviour with the student outside the class to understand the reason for it.

The Preacher

This student moralizes, preaches, controls by using guilt; says "You should…" "You ought to…"

The preacher can be difficult to deal with. Acknowledge his/her recommendation and redirect it: "Paul, I understand you think Connie should do all the data collection, but that is not up to you. Connie is the one who must decide if she wants to and if she needs help. Who would like to work on collecting the data?"

The Silent Type

When asking a question, make eye contact with this participant.

Phrase questions in a way that stimulate this particular student’s participation.

Use the "round robin" technique in discussions to allow this student his/her turn.

The Teacher’s Pet

Above all, don’t let the student hook you into paying too much attention to one individual.

If the teacher’s pet keeps talking to you rather than other students, ask the student if they are talking to you or the group. Redirect their focus to the group.

Avoid eye contact with the individual.

The Whisperers

Stop talking, and wait for side conversation to end.

Change the seating arrangement.

Ask a direct question of one of the talkers.