How would you handle a student who is a consistent behavioral problem?

Q:  How would you handle a student who is a consistent behavioral problem?
A:   One of the most powerful books I read was Thomas Gordon’s “Teacher Effectiveness Training.”  In the book Gordon talks about the importance of “I” messages as a powerful way of humanizing the classroom and ensuring positive discipline.  In student teaching I had the opportunity to practice delivering “I” messages.  I recalled that every “I” message is composed of three parts: 1) Including a description of the student’s behavior (“When you talk while I talk…”); 2) Relating the effect this behavior has on me, the teacher (“I have to stop my teaching…”); and, 3) Letting the student know the feeling it generates in me (“which frustrates me.”).  I believe that the use of “I” messages has the potential for helping to change student behavior – not just for the short term, but for the long term as well.  For example, when I began using “I” messages with Darren, one of our chronic talkers in class, I began to see some subtle, yet definite changes.  By the end of my student teaching experience Darren was able to control his excessive talking and make positive contributions to the class.

            Careful!  Don’t make the classic mistake of answering this question with lots of negative words or negative examples.  Rather, take the “high road” – relate some research and an experience that helped you to turn a student around.  Don’t describe the student in negative terms; rather show how you took a positive approach.

How Would You Motivate an Unmotivated Student?

     Q:  How would you motivate an unmotivated student?

     A:   I remember Rodney – one of the student’s in Mrs. Rooney’s classroom.  Rodney was a completely unmotivated student – he could care less about learning and he could care less about school.  He was there only because he had to be.  As a student teacher I was assigned to work with Rodney.  My assignment was to motivate him – to get him interested in Life Science specifically and in learning in general.  I went back to all those notes I took in college and developed a plan based on five key elements.  First, I involved Rodney in a combination of both individual and group projects.  Second, I periodically invited him to meet with me and discuss any barriers to his individual learning.  Third, I provided him with numerous opportunities to set his own goals in Life Science.  We made sure those goals were realistic and we started with tiny steps before moving to larger ones.  Fourth, I always modeled my enthusiasm for learning.  I always portrayed myself as an eager and enthusiastic learner.  And, fifth, I provided Rodney with frequent offers of help.  The change wasn’t immediate, but we began to see some improvement in Rodney’s behavior and his academic performance after several weeks on this new program.  Rodney discovered that he had a innate love for Life Science – especially when we focused on wetlands creatures – which he knew a lot about.  I think the whole experience was beneficial for both of us.

            Make no mistake about it: motivation is a critical factor in how students learn.  And, make no mistake about it: you will have unmotivated students in your classroom!  Make sure you convey your awareness of the importance of this issue as well as specific ways you plan to deal with it.  Always relate your response to a specific individual or incident you experienced in your pre-service training.