BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT SIX

BCCO PCT #4 PowerPoint

Texas Commission On Law EnforcementADVANCED INSTRUCTOR COURSE # 1017

UNIT SIX

Learning ObjectivesLearning Objectives

The student will be able to recognize the types of student behaviors.

The student will be able to discuss the methods used to solve unwanted student behavior.

Learning ObjectivesLearning Objectives

The student will be able to recognize the types of student behaviors.

The student will be able to discuss the methods used to solve unwanted student behavior.

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As an Instructor, you would like As an Instructor, you would like to think your class will be:to think your class will be:

InformativeInformative

Run smoothlyRun smoothly

Be fun, andBe fun, and

Benefit each studentBenefit each student

As an Instructor, you would like As an Instructor, you would like to think your class will be:to think your class will be:

InformativeInformative

Run smoothlyRun smoothly

Be fun, andBe fun, and

Benefit each studentBenefit each student3

6.1 Learning Objective:

Identify the types of student behaviors.

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Unfortunately, you will have students who, intentionally or not,

will detract from everyone’s learning experience

Unfortunately, you will have students who, intentionally or not,

will detract from everyone’s learning experience

As an Instructor, you will have As an Instructor, you will have to deal with this:to deal with this:

QuicklyQuickly

Positively,Positively,

andand

As an Instructor, you will have As an Instructor, you will have to deal with this:to deal with this:

QuicklyQuickly

Positively,Positively,

andand 5

If your response to If your response to unwanted unwanted behaviorbehavior is negative! is negative!

You can destroy the trust you You can destroy the trust you built with the students and lose built with the students and lose

the classthe class

If your response to If your response to unwanted unwanted behaviorbehavior is negative! is negative!

You can destroy the trust you You can destroy the trust you built with the students and lose built with the students and lose

the classthe class

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Your response will effect:Your response will effect:

The student causing the The student causing the “problem”“problem”

andand

All the other studentsAll the other students

Remember body language Remember body language says more than words.says more than words.

Your response will effect:Your response will effect:

The student causing the The student causing the “problem”“problem”

andand

All the other studentsAll the other students

Remember body language Remember body language says more than words.says more than words.

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You You mustmust deal with deal with inappropriate student inappropriate student

behavior behavior for the good of for the good of the classthe class..

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6.2 Learning Objective:6.2 Learning Objective:

List criteria for solving List criteria for solving unwanted student unwanted student

behavior.behavior.

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Effectively solving Effectively solving unwanted unwanted student behaviorstudent behavior requires the requires the instructor to meet three criteriainstructor to meet three criteria::

Effectively solving Effectively solving unwanted unwanted student behaviorstudent behavior requires the requires the instructor to meet three criteriainstructor to meet three criteria::

1. Maintain the learner’s self esteem.

2. Avoid further disruption to learning.

3. Eliminate or minimize the behavior.

1. Maintain the learner’s self esteem.

2. Avoid further disruption to learning.

3. Eliminate or minimize the behavior. 10

Overly TalkativeOverly TalkativeOverly TalkativeOverly Talkative

Why:Why:

May be May be “eager “eager beaver” or beaver” or showoff.showoff.

Why:Why:

May be May be “eager “eager beaver” or beaver” or showoff.showoff.

What to do:What to do:

Don’t be embarrassing Don’t be embarrassing or sarcastic, you may or sarcastic, you may need them later.need them later.


Don’t be embarrassing Don’t be embarrassing or sarcastic, you may or sarcastic, you may need them later.need them later.

Student BehaviorsStudent Behaviors

Why:Why:

May be May be well well informed informed and and anxious to anxious to show show his/her his/her knowledge.knowledge.

Why:Why:

May be May be well well informed informed and and anxious to anxious to show show his/her his/her knowledge.knowledge.


Slow them down with Slow them down with some difficult some difficult questions.questions.

Interrupt with: Interrupt with: That’s That’s interesting, class what interesting, class what do you think.do you think.


Slow them down with Slow them down with some difficult some difficult questions.questions.

Interrupt with: Interrupt with: That’s That’s interesting, class what interesting, class what do you think.do you think.

Overly TalkativeOverly TalkativeOverly TalkativeOverly TalkativeStudent BehaviorsStudent Behaviors

Why:

May be naturally talkative.

Why:

May be naturally talkative.


Let the group take care Let the group take care of him as much as of him as much as possible.possible.


Let the group take care Let the group take care of him as much as of him as much as possible.possible.

Overly TalkativeOverly TalkativeOverly TalkativeOverly TalkativeStudent BehaviorsStudent Behaviors

Why:Why:

Combative Combative personalitypersonality—heckler.—heckler.

Why:Why:

Combative Combative personalitypersonality—heckler.—heckler.


Keep your own temper Keep your own temper in check...don’t let the in check...don’t let the class get excited class get excited either.either.


Keep your own temper Keep your own temper in check...don’t let the in check...don’t let the class get excited class get excited either.either.

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Highly ArgumentativeHighly ArgumentativeHighly ArgumentativeHighly ArgumentativeStudent BehaviorsStudent Behaviors

Why:Why:

May May normally normally be good be good natured, natured, but upset but upset by by problems.problems.

Why:Why:



Find merit in one of Find merit in one of their points…express their points…express agreement…then move agreement…then move on.on.


Find merit in one of Find merit in one of their points…express their points…express agreement…then move agreement…then move on.on.



When they make an When they make an obvious misstatement, obvious misstatement, toss it to the group…toss it to the group…let them turn it down.let them turn it down.


When they make an When they make an obvious misstatement, obvious misstatement, toss it to the group…toss it to the group…let them turn it down.let them turn it down.

Why:Why:


Why:Why:



Quick and HelpfulQuick and Helpful

Why:Why:

Really Really trying to trying to help.help.

Why:Why:

Really Really trying to trying to help.help.


Bypass them tactfully Bypass them tactfully by calling on others.by calling on others.


Bypass them tactfully Bypass them tactfully by calling on others.by calling on others.

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Why:Why:

May keep May keep others others from from participatparticipating.ing.

Why:Why:

May keep May keep others others from from participatparticipating.ing.


Thank them, then Thank them, then suggest letting others suggest letting others respond.respond.

Use them for Use them for summarization.summarization.


Thank them, then Thank them, then suggest letting others suggest letting others respond.respond.

Use them for Use them for summarization.summarization.

Quick and HelpfulQuick and HelpfulStudent BehaviorsStudent Behaviors

RamblerRamblerRamblerRambler

Why:Why:

Talks Talks about about everything everything except the except the subject.subject.

Why:Why:

Talks Talks about about everything everything except the except the subject.subject.


When they stop for a When they stop for a breath, thank them. breath, thank them. Refocus their attention Refocus their attention by restating relative by restating relative points and move on.points and move on.


When they stop for a When they stop for a breath, thank them. breath, thank them. Refocus their attention Refocus their attention by restating relative by restating relative points and move on.points and move on.

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Why:Why:

Uses far Uses far fetched fetched analogies. analogies.

Why:Why:

Uses far Uses far fetched fetched analogies. analogies.


Smile, tell them their Smile, tell them their point is interesting, point is interesting, point to visual aid and point to visual aid and in a friendly way in a friendly way indicate “we are off the indicate “we are off the subjectsubject.” .” (Remember (Remember body language says body language says more than words do.)more than words do.)


Smile, tell them their Smile, tell them their point is interesting, point is interesting, point to visual aid and point to visual aid and in a friendly way in a friendly way indicate “we are off the indicate “we are off the subjectsubject.” .” (Remember (Remember body language says body language says more than words do.)more than words do.)

RamblerRamblerRamblerRamblerStudent BehaviorsStudent Behaviors

Why:Why:

Gets lost.Gets lost.

Why:Why:

Gets lost.Gets lost.


Last resort, glance at Last resort, glance at your watch.your watch.


Last resort, glance at Last resort, glance at your watch.your watch.

RamblerRamblerRamblerRamblerStudent BehaviorsStudent Behaviors

Dose not know whento “SHUT-UP”

Personality ClashPersonality ClashPersonality ClashPersonality Clash

Why:Why:

Two or Two or more more members members clash.clash.

Why:Why:

Two or Two or more more members members clash.clash.


Emphasize points of Emphasize points of agreement.agreement.


Emphasize points of Emphasize points of agreement.agreement.

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Why:Why:

Clash Clash between between instructor instructor & student& student

Why:Why:

Clash Clash between between instructor instructor & student& student


Minimize points of Minimize points of disagreement.disagreement.

Draw attention to the Draw attention to the objective.objective.

Ask a direct question Ask a direct question on the subject topic.on the subject topic.


Minimize points of Minimize points of disagreement.disagreement.

Draw attention to the Draw attention to the objective.objective.

Ask a direct question Ask a direct question on the subject topic.on the subject topic.

Personality ClashPersonality ClashPersonality ClashPersonality ClashStudent BehaviorsStudent Behaviors

Why:Why:

Destructive; Destructive; can divide can divide your class your class into into opposite opposite factions.factions.

Why:Why:

Destructive; Destructive; can divide can divide your class your class into into opposite opposite factions.factions.


Bring an unbiased Bring an unbiased member into the member into the discussion.discussion.

Frankly ask that Frankly ask that personalities be set personalities be set aside.aside.


Bring an unbiased Bring an unbiased member into the member into the discussion.discussion.

Frankly ask that Frankly ask that personalities be set personalities be set aside.aside.

Personality ClashPersonality ClashPersonality ClashPersonality ClashStudent BehaviorsStudent Behaviors


ObstinateObstinateObstinateObstinate

Why:Why:

Won’t Won’t budge!budge!

Why:Why:

Won’t Won’t budge!budge!


Throw their view out to Throw their view out to the group. the group. Let them Let them straighten them out.straighten them out.


Throw their view out to Throw their view out to the group. the group. Let them Let them straighten them out.straighten them out.

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Why:Why:

PrejudicedPrejudiced

Why:Why:

PrejudicedPrejudiced


Tell them time is short, Tell them time is short, you will be glad to you will be glad to discuss with them discuss with them later.later.


Tell them time is short, Tell them time is short, you will be glad to you will be glad to discuss with them discuss with them later.later.

ObstinateObstinateObstinateObstinateStudent BehaviorsStudent Behaviors

Why:Why:

Hasn’t or Hasn’t or won’t see won’t see your point.your point.

Why:Why:

Hasn’t or Hasn’t or won’t see won’t see your point.your point.


Suggest they accept Suggest they accept the group viewpoint the group viewpoint for the moment.for the moment.


Suggest they accept Suggest they accept the group viewpoint the group viewpoint for the moment.for the moment.

ObstinateObstinateObstinateObstinateStudent BehaviorsStudent Behaviors

Wrong SubjectWrong SubjectWrong SubjectWrong Subject

Why:

Not RAMBLING

Why:

Not RAMBLING


Take blame: “Take blame: “I must I must have said something have said something that led you off the that led you off the subject.” “We should subject.” “We should be discussing…be discussing….”.”


Take blame: “Take blame: “I must I must have said something have said something that led you off the that led you off the subject.” “We should subject.” “We should be discussing…be discussing….”.”

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Why:

Off topic being discussed.

Why:

Off topic being discussed.


Don’t embarrass Don’t embarrass them.them.


Don’t embarrass Don’t embarrass them.them.

Wrong SubjectWrong SubjectWrong SubjectWrong SubjectStudent BehaviorsStudent Behaviors

Side ConversationSide ConversationSide ConversationSide ConversationWhy:Why:

May be May be related to related to the the subject.subject.

Why:Why:

May be May be related to related to the the subject.subject.


Call on one of the Call on one of the students involved in students involved in side conversationside conversation and and ask an easy question.ask an easy question.


Call on one of the Call on one of the students involved in students involved in side conversationside conversation and and ask an easy question.ask an easy question.

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Why:Why:

May be May be personal.personal.

Why:Why:

May be May be personal.personal.


Call on one of the Call on one of the students involved in students involved in side conversation and side conversation and restate the last opinion restate the last opinion or response, and ask or response, and ask their opinion.their opinion.


Call on one of the Call on one of the students involved in students involved in side conversation and side conversation and restate the last opinion restate the last opinion or response, and ask or response, and ask their opinion.their opinion.

Side ConversationSide ConversationSide ConversationSide ConversationStudent BehaviorsStudent Behaviors

Why:Why:

Distracts Distracts class class and and you.you.

Why:Why:

Distracts Distracts class class and and you.you.


If you habitually move If you habitually move around the room, stand around the room, stand casually behind the casually behind the students talking. students talking. Should not be obvious Should not be obvious to the classto the class..


If you habitually move If you habitually move around the room, stand around the room, stand casually behind the casually behind the students talking. students talking. Should not be obvious Should not be obvious to the classto the class..

Side ConversationSide ConversationSide ConversationSide ConversationStudent BehaviorsStudent Behaviors

InarticulateInarticulateInarticulateInarticulateWhy:Why:

Lacks Lacks ability to ability to put put thoughts thoughts in proper in proper words.words.

Why:Why:

Lacks Lacks ability to ability to put put thoughts thoughts in proper in proper words.words.


Don’t sayDon’t say, , “What you “What you mean is this.”mean is this.”

SaySay, , “Let me repeat “Let me repeat that” (then put it in that” (then put it in better language)better language)..


Don’t sayDon’t say, , “What you “What you mean is this.”mean is this.”

SaySay, , “Let me repeat “Let me repeat that” (then put it in that” (then put it in better language)better language)..

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Why:Why:

Gets the Gets the idea, but idea, but can’t can’t convey convey it.it.

Needs Needs help.help.

Why:Why:

Gets the Gets the idea, but idea, but can’t can’t convey convey it.it.

Needs Needs help.help.


Twist their ideas as Twist their ideas as little as possible, but little as possible, but have them make have them make sense.sense.


Twist their ideas as Twist their ideas as little as possible, but little as possible, but have them make have them make sense.sense.

InarticulateInarticulateInarticulateInarticulateStudent BehaviorsStudent Behaviors

Definitely WrongDefinitely Wrong

Why:

Comes up with comments to questions and responses.

Why:

Comes up with comments to questions and responses.


SaySay, “I can see how , “I can see how you feel.”you feel.”

SaySay, “I can see your , “I can see your point. Can we point. Can we reconcile that with…reconcile that with…(the subject at hand).(the subject at hand).


SaySay, “I can see how , “I can see how you feel.”you feel.”

SaySay, “I can see your , “I can see your point. Can we point. Can we reconcile that with…reconcile that with…(the subject at hand).(the subject at hand).

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Why:

The comments are obviously incorrect.

Why:

The comments are obviously incorrect.


Handle delicately so Handle delicately so not to embarrass the not to embarrass the student.student.


Handle delicately so Handle delicately so not to embarrass the not to embarrass the student.student.

Definitely WrongDefinitely WrongStudent BehaviorsStudent Behaviors

Asks You for Your OpinionAsks You for Your OpinionWhy:Why:

Trying to Trying to put you put you on the on the spot..spot..

Why:Why:

Trying to Trying to put you put you on the on the spot..spot..


Generally, avoid Generally, avoid solving students solving students problem… problem… Help, yesHelp, yes!!


Generally, avoid Generally, avoid solving students solving students problem… problem… Help, yesHelp, yes!!

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Why:Why:

Trying to Trying to have you have you support support one view.one view.

Why:Why:

Trying to Trying to have you have you support support one view.one view.


Don’t take sidesDon’t take sides..


Don’t take sidesDon’t take sides..

Asks You for Your OpinionAsks You for Your OpinionStudent BehaviorsStudent Behaviors

Why:Why:

May May simply simply be be looking looking for your for your advice.advice.

Why:Why:

May May simply simply be be looking looking for your for your advice.advice.

What to do:What to do:There are times when There are times when you must give a direct you must give a direct answer. Determine answer. Determine reason for your view first. reason for your view first. Say, Say, “First, let’s get “First, let’s get some other opinions…” some other opinions…” then ask another student then ask another student for their point of view. for their point of view. YOU SELECT THE YOU SELECT THE STUDENTSTUDENT..

What to do:What to do:There are times when There are times when you must give a direct you must give a direct answer. Determine answer. Determine reason for your view first. reason for your view first. Say, Say, “First, let’s get “First, let’s get some other opinions…” some other opinions…” then ask another student then ask another student for their point of view. for their point of view. YOU SELECT THE YOU SELECT THE STUDENTSTUDENT..

Asks You for Your OpinionAsks You for Your OpinionStudent BehaviorsStudent Behaviors

Won’t TalkWon’t TalkWon’t TalkWon’t Talk

Why:Why:

Bored.Bored.


Your action depends Your action depends on their motivation.on their motivation.


Your action depends Your action depends on their motivation.on their motivation.

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Why:Why:

IndifferentIndifferent


Arouse their interest, Arouse their interest, ask their opinion.ask their opinion.


Arouse their interest, Arouse their interest, ask their opinion.ask their opinion.

Won’t TalkWon’t TalkWon’t TalkWon’t TalkStudent BehaviorsStudent Behaviors

Why:Why:

Feels Feels Superior.Superior.


Call on the person next Call on the person next to them. Then ask to them. Then ask their opinion of the their opinion of the answer.answer.


Call on the person next Call on the person next to them. Then ask to them. Then ask their opinion of the their opinion of the answer.answer.


Why:Why:

Timid.Timid.


If close to the student, If close to the student, ask their opinion so ask their opinion so they feel they are they feel they are talking to you not the talking to you not the class.class.


If close to the student, If close to the student, ask their opinion so ask their opinion so they feel they are they feel they are talking to you not the talking to you not the class.class.


Why:Why:

Insecure.Insecure.


For “superior” type, ask For “superior” type, ask view indicating respect view indicating respect held for experience. Be held for experience. Be careful, the group may careful, the group may resent the comment.resent the comment.

Use a provocative Use a provocative question to elicit their question to elicit their response.response.

If first time to talk, If first time to talk, compliment. Be sincere.compliment. Be sincere.


For “superior” type, ask For “superior” type, ask view indicating respect view indicating respect held for experience. Be held for experience. Be careful, the group may careful, the group may resent the comment.resent the comment.

Use a provocative Use a provocative question to elicit their question to elicit their response.response.

If first time to talk, If first time to talk, compliment. Be sincere.compliment. Be sincere.


REMEMBER:REMEMBER:

You WILL encounter disruptive student behavior.

You must deal with it for the good of the class.

Your entire presentation and the ability of the class to learn will be effected.

You WILL encounter disruptive student behavior.

You must deal with it for the good of the class.

Your entire presentation and the ability of the class to learn will be effected.

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Your response should be to:

Eliminate or minimize

Maintain learner self esteem

Avoid further disruption

Remember, body language says more than

words do!

Your response should be to:

Eliminate or minimize

Maintain learner self esteem

Avoid further disruption

Remember, body language says more than

words do!

REMEMBER:REMEMBER:

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QUESTIONSQUESTIONS

United States Department of Justice, Federal Bureau

of Investigation, Instructor Development Course. “Getting Appropriate Participation,” The Training and

Development Sourcebook, Lloyd S. Baird, Craig Eric Schneider, and Dugan Laird, 1983, Human Resources Development Press, Amherst, Massachusetts.

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Bibliography

Documents

BCCO PCT #4 PowerPoint Texas Commission On Law Enforcement ADVANCED INSTRUCTOR COURSE # 1017 UNIT SIX