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Volume 1 | Issue 2
How to Deal with Difficult StudentsNever attack the student. Model how to deal respectfully with those who act disrespectfully. After all, just because this one student questioned a new activity, or said something homophobic, doesn’t mean that other students didn’t have the same thoughts. By addressing this person courteously you show that the class is (still) a safe place for everyone to learn. It also demonstrates your confidence. Listen and validate. Listen to the student with your whole body. Don’t roll your eyes or cross your arms. Let the person say his or her piece (within reason) and, if possible, validate the concern: “It sounds like you’re frustrated with the pace of class. I’m definitely feeling tired after ninety minutes of class tonight. Is anyone else feeling tired?” Consider the complaint. This is particularly challenging if it’s not put forth as constructive criticism. I once had a student go off about how a workplace harassment quiz was unfair, even though it covered material we had gone over repeatedly. In his tirade he mentioned how none of the quiz questions were in the class handouts. That night I made a handout that not only helped students learn the material but helped clarify what turned out to be my own disjointed understanding of the topic. Don’t defend the activity. George Lakey (2010, 176) points out how students often resist the activities they need the most. If a student who needs to analyze reading better complains about a reading activity, you can say something like, “Students in the past have said they got a lot out of this. If it doesn’t work for you we have different activities coming up after it.” A good learning activity proves its worth. Encourage different forms of participation. Sometimes students resist an activity because they can’t do it your way. An exercise where students must repeatedly stand, write something on the board, and sit back down again may be excruciating for someone with a chronic injury. They may attack the activity rather than make their weakness known. Think of multiple ways students can participate – for example, by having students work in teams and letting a volunteer from each team write up all their answers. Allow an opt-out. Give students a graceful opportunity to opt out of high stakes activities. For example, I was once taught that, when doing a check-in, you should give people two possible questions to answer, like “Name a bad experience you’ve had in school OR name your favorite comic book villain, and explain why.” Create a pressure valve. Students need a chance to vent. In addition to formative assessments, encourage students to give you constructive criticism in private journaling exercises or as an occasional whole-class activity. Draw a line. Know what you will never allow in class. You can refer to the code of conduct in the syllabus or just name the problem behavior in the moment. If you’re caught off-guard, it’s fine to address the behavior at the end of an activity, or at the end of class. Whatever you do, focus on the behavior, not on the student. References: Lakey, G. Facilitating Group Learning: Strategies for Success with Adult Learners. San Francisco: Jossey-Bass, 2010. CCPA 2017 Institute EDGES: |
 | The Student Senate for California Community Colleges is proud to announce that the 2017 Spring General Assembly will be held at the Ontario Convention Center in Ontario, CA on May 5th - May 7th. That’s right, the time has come once again for the biannual conference. The SSCCC Events Committee has been hard at work to making this General Assembly one of the best events in SSCCC history. First timers can expect up to 20 breakout sessions to choose from, inspiring keynote speakers, and participate democracy via our resolutions sessions. |
CCCSAA Website: Members Only Access
The new website also includes a “members” only page, accessible only to its members with a passcode: CCCSAA
Within the “Member’s Only” page, members can access the CCCSAA Listserv archives, a membership directory, presentation network, the CCCSAA Blog, scholarship applications, and soon to come, membership data as a collective and a resource bank with various documents for you to use for your everyday work. CCCSAA is also looking for a member to help develop context and maintain the website further. No coding or prior experience needed. If interested in helping, 1 hour a week, email cccsaapro@gmail.com.
Within the “Member’s Only” page, members can access the CCCSAA Listserv archives, a membership directory, presentation network, the CCCSAA Blog, scholarship applications, and soon to come, membership data as a collective and a resource bank with various documents for you to use for your everyday work. CCCSAA is also looking for a member to help develop context and maintain the website further. No coding or prior experience needed. If interested in helping, 1 hour a week, email cccsaapro@gmail.com.
Why apply to a CCCSAA Professional Scholarship?
Use the scholarship to get a certificate from The Social Justice Training Institute (SJTI)! The SJTI “provides a forum for the professional and personal development of social justice educators and practitioners to enhance and refine their skills and competencies to create greater inclusion for all members of the campus community. Founded in 1998 by Jamie Washington, Kathy Obear, Vernon Wall, and Maura Cullen, SJTI provides diversity trainers and practitioners with an intensive laboratory experience where they can focus on their own learning and development to increase their multicultural competencies as social justice educators.
Past participants have found SJTI to be an intense experience designed to deepen understanding of the dynamics of oppression at the individual, group, cultural, and systems levels through the lens of race and racism. During the first few days participants enhance their ability to engage in authentic dialogue about the dynamics of race and racism both across and within racial groups. Through community activities, race caucus work, core group discussions, and exploring the impact of in-the-moment situations that occur during the Institute, participants expand their competencies as social justice educators and change agents. During the final two days of SJTI the focus is to apply the learning from this experience to other areas of oppression.”
Plan ahead and apply for a CCCSAA scholarship so that you can attend their December 2017 Social Justice Training in San Diego, California.
Past participants have found SJTI to be an intense experience designed to deepen understanding of the dynamics of oppression at the individual, group, cultural, and systems levels through the lens of race and racism. During the first few days participants enhance their ability to engage in authentic dialogue about the dynamics of race and racism both across and within racial groups. Through community activities, race caucus work, core group discussions, and exploring the impact of in-the-moment situations that occur during the Institute, participants expand their competencies as social justice educators and change agents. During the final two days of SJTI the focus is to apply the learning from this experience to other areas of oppression.”
Plan ahead and apply for a CCCSAA scholarship so that you can attend their December 2017 Social Justice Training in San Diego, California.
Your One-Stop Site to Effective Practices, Trainings and Other Resources
This new webbased resource includes a list of potential guest speakers, training videos, best practices, and more. It’s a free resource to California Community Colleges professionals.
Free Speech on College Campuses?
Do you need to do a bit more reading about Free Speech on college campuses? Here are some articles from NPR regarding the matter. Read and write a review for our next CCCSAA Newsletter. You can be Published!
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