Managing the behaviour of adults can seem like a tricky task, because not all adult learners behave responsibility (as you might expect them to), and yet, they expect to be treated as adults.
The key to forming mutually beneficial and rewarding relationships with students is to treat them with respect and to set the expectation that they must treat you with respect. This page is designed to give you the tools to do this.
ISSUE: Students who think they know your lesson topic already
and may therefore choose to become disengaged
SOLUTION
STEP ONE: Name the issue: "I know some of you may have experience with this." |
STEP TWO: Let them know their prior knowledge is valuable to the class: "You will be our tuakana for today's lesson. Those of us who don't know this stuff will be relying on your expertise." |
STEP THREE: Remind them they won't know everything (and the lesson will hold value): "You may find some new tips and tricks that you didn't know about." |
ISSUE: Teacher talking to a student in a way that is disruptive
We can feel awkward about dealing with this situation, because the tutor should know not to disrupt the lesson.
However, you have every right to draw attention to the problem and ask for it to be mitigated.
SOLUTION
Be casual and polite, but make your message clear.
TEACHER AND STUDENT TALKING LOUDLY
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TEACHER AND STUDENT TALKING ACROSS THE CLASS TO ONE ANOTHER
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ISSUE: Students talking while you're teaching
SOLUTION
Quick tips:
Stand near the students talking
Stop what you are doing and look at the student/s talking. Wait for them to stop before you carry on.
Engage the talking students directly with the lesson content. Ask them a question about whatever is being discussed.
Below lists a number of ways you can approach this in order of escalation:
STEP ONE: Use short reminders with the language of expectation: "Can I have everybody listening? Thanks."
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STEP TWO: direct your next reminder at the group/individual who is talking: "Ladies/Gentleman [stand near the group], can I have you listening? Thanks."
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STEP THREE: draw attention to the effect their behaviour is having on their peers, on you and the purpose for them being there:
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STEP FOUR (last resort - rarely will it come to this): if they continue talking, now is the time to move away from the courtesy of treating them as adults
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