QUESTION:
I find that sometimes my high school students resent me asking them their level. At first I was giving them lots of essays and self-diagnostic referrals from the back of the book, but I understand that you don’t really recommend that either. Can you help me better understand how I should deal with difficult students?

DR. MARSHALL’S RESPONSE:
Rather than asking a question, with these students, say: “Take a moment and please reflect on the behavior level you just chose.” Then continue your teaching. Do this continually. You are using a completely different approach than to what these students are accustomed. Persevere with asking students to reflect.

Asking middle and high school students to identify a chosen level can often be interpreted as coercive. This is especially the case in high poverty areas. Positive relationships with these students are critical. To develop and maintain positive relationships, reflect on how communications can be non-coercive, positive, and empowering. Ask yourself, “If I were the student how would I feel hearing this from the teacher?”

Continue to say things that dignify your students, e.g., “I know how competent you are. I have seen what you have done and what you are capable of doing.” Then follow up with options, viz., “But if you choose Level B, you should be aware that your are disappointing yourself more than anyone else. Your teachers, your parents–anyone who cares about you will be disappointed–but it will not affect their lives any where near what YOU are losing.”

Regarding the forms, use any of them sparingly and as a very last resort. Even when handing an essay or self-diagnostic referral to a student, a choice is always given, e.g., “Do you prefer to complete the form in your seat, in the back of the room, by yourself or would you like someone to help you?” Giving three options is empowering and also takes the focus away from the act of completing the form.

Remember to share the idea that the students, in part, determine the type of teacher they get. If students are on Level B, the students are telling the teacher that they are not competent enough to be self-directed–that they need someone to boss them.

In practical terms, however, rather than actually becoming a coercive Level B teacher, a more effective approach is to inform students that you (as teacher), have no interest in bossing them. Emphasize that everyone is in the boat together. This means that students who want to learn and are acting on Levels C and D need to take the initiative let the students operating on Level B, know that they (students operating on Levels C & D,) do not appreciate the way these students are acting.

Have a short class meeting for suggestions, but also emphasize the point that the teacher will teach when the students are ready to learn. Otherwise, silent activities will be the order of the day.

Again, notice that you are empowering the students because they have a choice as to the type of teacher they get. They know you are being positive because of your expressed desire to teach them. If they want to learn, they need to reflect upon, and change what they are doing.

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Posted In: Checking for Understanding
posted On: August 10, 2008: 11:27 am: By Kerry Weisner
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