Managing difficult students during online class
In the online classroom, you will see the same student behaviors pretty much alike in the face-to-face classroom. Inevitably, sometimes classes are disrupted due to students’ misbehavior. Ko and Rossen (2004) identified the different personalities of students as the quiet ones, the nurturers, the take-charge types, the class clowns, and the imaginative procrastinators.
As a teacher, you have to find ways for these students to listen, follow instructions, and understand what you have taught. Shalaway (2005) said that effective teachers, discipline with encouragement, and kind words much more often than rebukes or reprimands. The goal is to help students feel good about themselves and their behavior in the classroom.
However, while you want to sensitively attend to the individual student, you must also be mindful of your responsibility to the rest of the students.
According to Continuing Studies, here are some pointers for resolving some of the difficulties you may encounter.
First, let students know how frequently you intend to be present in the online classroom, and how they can contact you privately. Second, set up the rules of engagement or ground rules for online behaviors in the discussion forums. Monitor your students’ progress. If you find students are disengaged (e.g. not participating in forum discussions, submitting assignments after the due date), contact the student privately. Third, model the behavior you expect.
As Butler (2003) points out, the way you relate to your students will influence their understanding of how you want them to operate in your online classroom. Lastly, if a student challenges your authority or credibility, stay open-minded as the student may have a point. Acknowledge his or her opinion and be positive about their input and their desire to improve the course or their learning experience. State your own opinion clearly and add context that the student may not be aware of. If it happens in a public forum, respond quickly in a general way.
Sometimes, despite our best intentions, we tend to dislike students with rude, annoying, and disruptive behaviors. Shalaway (2005) cited Krapes’ positive steps to improve emotions towards these students. First, try to understand where the behavior is coming from. Speaking to the student’s parents or guardians may shed light on underlying causes and help you develop sympathy through understanding. Second, help yourself manage negative feelings by reflecting on a past situation in your life where a similar conflict occurred. And lastly, use positive strategies when dealing with the child. Try to seat the student near to you or a helpful student, praise the student liberally but sincerely, give the student choices to promote self-worth and feelings of control, be firm and consistent about your rules, and express displeasure with the student’s behavior without criticizing the student (Scholastic 2005).