“Nothing gives one person so much advantage over another as to remain always cool and unruffled under all circumstances.” - Thomas Jefferson
As a trainer, have you ever had a class where you had issues with one or more of the students? Occasionally I’ll have that class clown that just doesn’t know when enough is enough. Or, I’ll have the know-it-all that has something to say about every topic and a comment for every story. I have found that my key concern is to maintain classroom control and preempt the problems before they begin. You can prepare ahead of time for the unique challenges that these students bring to the classroom. That way, when you recognize the situation, you’ll understand how to better handle the circumstance in the best possible way. Here are the seven types of challenging students you will encounter in the classroom, along with some suggestions on how to handle each situation.
The hesitant student is typically shy, reluctant, or silent much of the time, and is found in almost every class. Hesitant students are easy to overlook since they blend in and are not bothering anyone. Most trainers might not worry about the hesitant student, thinking they will participate when they are ready. However, if we look at a training program as a vehicle to help people grow, and if growth is dependent on one's opportunity to contribute (analyze ideas, present ideas, defend them), then we must figure out ways to foster an active communication and participation with the hesitant student.
A dominating participant is the big talker in the group and tries to absorb all the available air time by answering all the questions and sharing their personal stories. They like to parade their knowledge before everyone, using big words, fancy phrases, lots of statistics, name dropping, and describing their experiences. With a dominating student, respond by maintaining a respectful environment. By supporting other group members’ efforts, perhaps through humor or gentle persuasion, you can restore balance. Be careful not to put the dominating student down in any way, as other students may rally to their side.
The talker is that student who continually speaks to his neighbor while the training session is in progress. In some cases, a participant is excited about a concept that was introduced and is sharing an idea or thought with a fellow student. In any case, too much talking can disrupt the flow of the class.
The experienced student has seen it, read it, and done it all. They have nothing new to learn and yet have a tremendous need to be heard in the classroom. They may think they know more than the instructor and want other students to be aware of how much they know by sharing additional solutions based on their own experience.
The arguer is the student that is constantly looking for opportunities to disagree or show up the other students and the instructor. While healthy disagreement is beneficial, continual arguing is disruptive. It is important to avoid getting trapped or baited into a debate with this type of student. The most important rule to remember is that no trainer ever won an argument with a student. Finesse and patience are expected from the facilitator.
A negative student is the one who can be counted on to find the gloomy side of things; nothing will work, people are impossible, and it doesn’t work like that in the real world. They specialize in dredging up gripes, past grievances, and complaints.
Class clowns come in all shapes and sizes, but their main characteristic is an abundance of ill-fitting and sometimes irritating humor. Sometimes they are just looking for attention. If the clown hinders group progress by annoying participants, his behavior must be curtailed. The best strategy is to tap into and reward his serious side.
Although planning for class is important – and necessary, sometimes the best laid plans do not work. There are many types of students that you encounter in the classroom. The longer you teach, the more situations you’ll experience. A great trainer understands that it is their job to impart knowledge, develop skills, and change attitudes. In order to ensure that happens, their goal must be to maintain classroom control and preempt as many problems and situations before they begin.
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