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Dealing with Difficult Students Types of Difficult Students Difficult students may manifest themselves as such in various ways. These include: The Angry, Arguer, or Grade Grubber The Excuse Making Student The Needy Student The Cheating, Plagiarizing Student

Dealing with Difficult Students Types of Difficult Students Difficult students may manifest themselves as such in various ways. These include: The Angry,

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Dealing with Difficult Students

Types of Difficult StudentsDifficult students may manifest themselves as such in various ways. These include:

The Angry, Arguer, or Grade Grubber

The Excuse Making Student

The Needy StudentThe Cheating,

Plagiarizing Student

Angry and Aggressive

Angry and aggressive students may fall into many categories including those who:

Violate rulesManipulate

instructors and/orother students

Post abusive or inflammatory remarks in discussions

Make unwarrantedcritical or abusive

remarks to professors or other students

Excuse Making

Excuse making students can often be very creative, supplying instructors with detailed excuses for not submitting their assignments (the cat died, the computer is down, mother had surgery, etc.).

Needy Students

Needy Students are those who require an unusually high amount of feedback and interaction with the professor. If given the opportunity, they will dominate the professor’s time, flooding the instructor with e-mails, pressuring for immediate feedback. This type of student should be attended to, but not allowed to dominate the instructor’s time. A word of caution: the instructor should keep an eye on this type of student, because he/she has the potential to turn into the angry, hostile student.

Cheating, Plagiarizing Student

The Cheating, Plagiarizing StudentWhile some students purposely engage in cheating, other students may unknowingly violate plagiarism rules by incorrectly citing material or paraphrasing another’s work without properly giving credit.

Preventing Difficult Students

Although there is no fool proof way of inhibitingdifficult behavior online, there are some things thatcan be very effective in preventing students fromturning into difficult students.

Preventing Cheating & Plagiarism

Preventing the Angry or

Excuse Making Student

Preventing Plagiarism

Here are some suggestions for preventing problems with cheating and plagiarism:

Post University’s Academic CodeProvide Definitions

and Examples

Consider Creating an Academic

Honesty Contract

Create Varying

Assessment Formats

Provide Definitions & Examples

Provide clear definitions and examples of different forms of plagiarism. For example, show students examples of acceptable citations and paraphrasing, compared to unacceptable examples of each.

Definitions ExamplesAvoiding Plagiarism

in an Online Environment

Example: Definitions of Plagiarism (Crawford,2002)

•Ghostwriting: when a person takes credit for work that someone else is writing.•Patchwriting: when parts of a paper are taken from another source without giving credit. •Inappropriate citation and reference: when a reference is overused or other authors' names were added to the reference list to make the paper look much better than it is. •Inappropriate quotation: when a person fails to put qutation marks around verbatim remarks from the text of another author, but cites that author correctly, or when a person uses too many quoted materials in a paper. •Contextual Fraud: the deliberate changing of words quoted from another author with the intent of changing the meaning of the passage.

Examples of Plagiarism

One excellent strategy in preventing plagiarism is to provide students with examples. Princeton University provides some excellent online examples of textual plagiarism.

Varying Assessment Formats

Another excellent strategy in preventing plagiarism among students is to break assignments into sections. For example, for a writing assignment, students may be required to first submit a title or subject, then a general outline, followed by a bibliography, and last, the entire paper.

Varying Assignments (cont’d)

By incorporating varying assessment formats into the course, instructors are able to get a better sense of each student’s understanding of the subject matter and way of communicating.

Get to know your students’ skill

levels

Create assignmentsbased around

personal experiences(eg., journal writing)

Provide opportunitiesfor students

to resubmit work

Break assignments into sections

Academic Honesty Contract

Consider having students sign a contract that advises students of the consequences of plagiarizing, their responsibilities regarding this matter, and agreeing to the consequences, should they intentionally plagiarize.

Sample Contract

Preventing Angry Students

Excuse making and angry students are placed together in this section because the excuse making student can easily turn into an angry student without proper preventive measures.There are some important steps instructors can take to prevent encountering excuse making or angry students.

ProvideClear Expectations

Make Yourself Available

Practice Good Communication

Promote InternalLocus of Control

Provide Clear Expectations

Provide clear expectations for your students. This is best accomplished through the use of learning objectives and specific directions/instructions for required activities. Other important things to consider are:

Provide clear deadlines for assignments

Provide a policy on late work

Build a series of graded penalties, based upon how late a paper is.

Maintain a file of all communication

with students.

Make Yourself Available

Post office hours and times that you will be available to correspond with students through instant messenger, e-mail, or telephone.

Communication Styles in Feedback

Communication is a key factor in preventing angry or excuse making students. Some vital communication techniques are:

Listen carefully & respect

students’ opinions.

Respond to students’work in a positive

manner.

Promote communication &

social skills among students.

Let students knowahead of time ifyou will be out

of town.

Responding to Students’ Work

Avoid potential eruptions by responding to students’ work in a positive manner and without discouraging your students. Avoid using accusatory remarks, such as “You did not follow the directions of the assignment correctly.” Instead, say something like, “Please go back and review the directions for this assignment.”

Communication Among Students

One way to promote communication and social skills among students is to incorporate a cooperative group activity. By laying down clear guidelines for social interaction you can encourage respect for other peoples’ beliefs.

Notify Students if Leaving Town

Most students expect instructors to respond to their e-mails and assignments within a certain amount of time.If you plan on going out of town and anticipate sketchy Internet connectivity, let your students know. It is better to tell them up front to prevent student frustration.

Promote an Internal Locus of Control

Locus of control refers to the types of attributions we make for our successes and/or failures in academic tasks.A student’s locus of control can have a profound impact on academic achievement (Anderman and Midgley, 1997). If a student, in turn, does well, he/she is less likely to become a problem student.

Internal Locus of Control

External Locusof Control

How to promote an internal

locus of control

Internal Locus of Control

If someone believes that his/ her successes and failures are due to factors within his/her own control, such as ability or effort, then that person is said to have an internal locus of control.

Persons with an internal locus of control attribute poor performance to a lack of important skills or to poor study habits, and are more likely to persist in the future (Anderman and Midgley, 1997).

External Locus of Control

If someone believes that his or her successes and failures are due to factors outside of his/her own control, such as fate or luck, then that person is said to have an external locus of control.

This person may feel that working hard is futile because his/her efforts have only brought disappointment (Anderman and Midgley, 1997).

Promoting an Internal Locus of Control

One way to promote an internal locus of control is to incorporate a Mastery Learning (Guskey, 1997) approach. This allows students to learn material in increments, by breaking down material into subskills. Students are not allowed to proceed to the next level of material until they have mastered the pre-requisite knowledge. Another approach is to promote learning goal orientation among students rather than performance goal orientation. In other words, promote a desire to learn and master the material rather than to perform at a certain level. This can be accomplished by designing multidimensional learning spaces (Dweck, 1988;Self-Brown and Mathews, 2003).

Multidimensional Virtual Classrooms

Multidimensional classrooms tend to incorporate the following components into the virtual classroom structure (Lotan, 1997):•More varied materials and methods of assessments•Assessment methods where students are not openly compared to one another.•Higher degree of student autonomy•Collaborative learning activities•Active participation•Contingency contracts

Handling Difficult Students

Even in well-planned courses, where goals, instructional objectives, and criteria for assessment are clearly identified, there exists the potential for misunderstandings or interpersonal conflicts to arise. What do you do when this happens? You can often de-escalate a heated situation if something like this happens in your course, if you show support, encouragement, respect and empathy towards your student.

Handling Angry Students

Proper communication is essential in handling the angry student.

Communicating withAngry Students

Communicating with Angry Students

• Communicate with student in a private setting.

• Rephrase what is being said in an attempt to identify the issue(s) at the heart of the situation.

• Acknowledge student’s opinion and be positive about his/her input.

• Remain calm and nonjudgmental, no matter how agitated the student becomes.

• Stay open minded-the student may have a point.

• Be careful about your language.

Angry Students (2)

• Use evidence when disagreeing with a student.

• Avoid beginning critical statements with “I.”

• Ask the student to clarify using the class material, rather than dismissing an idea immediately.

• Avoid making an issue out of a small incident.

• Maintain your professionalism by not responding as if you feel personally attacked.

• Do not continue trying to reason with a student who is highly agitated.

Angry Students (3)

•Consider your response carefully and seek other opinions before submitting if you are concerned.•Copy and save all communications with students. •Notify your administrator if you have a student who is abusive, threatening, or uses foul language.•In the event that you meet face to face with your student, look for warning signs that the person is about to explode (changes in physical demeanor such as visible tensing of the body, assuming an aggressive stance, etc).

Detecting Plagiarism

Google Searches Turnit.com, etc.

When paragraphs don’t flow well, or student’s writing techniques seem markedly different than previously submitted work, it is always a good idea to check for plagiarism. Two popular ways of doing this are through search engines (such as Google) or anti-plagiarism tools, such as “turnitin.com.”

Google Searches

First, select a sentence or phrase such as the topic sentence, or one with several unique words in it.

Next, enter this phrase into one of the search engines (Google, AltaVista, etc.)

Make sure to enclose the suspect phrase in quotation marks.

Try entering the phrase into several different search engines for the best results.

Anti-Plagiarism Tools

Some universities subscribe to anti-plagiarism tools such as “turnitin.com” or “MyDropBox.com.” These services maintain a database of papers collected from sources such as term paper mills and academic works available online. In order to use this service, the instructor uploads the electronic file of the student’s paper. The paper is then checked against billions of pages from papers submitted to term paper mills, the Internet, commercial databases of journal articles and periodicals, and papers previously submitted.

References

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