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Welcome scholars! The topic for today is working with Resistant Students.

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When we think of the words "resistant student," this is the first picture that came to my mind.  A resistant student can display challenging or difficult behaviors during class and through the course of the semester or quarter. Before we focus on changing a student's behavior, we also need to take a look at what we may be doing as an educator that might be related to this type of resistant behavior. Furthermore, a study conducted by Weimer (2010) identified a few sources of students' resistance to learning. These sources include: 1) Student poor self-image as learners. 2) Fear of the unknown. 3) The disjunction between learning and teaching styles. 4) Apparent irrelevance of the learning activity. 5) Inappropriate level of required learning. 6) Students dislike of the teacher.

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There are many reasons why one or more students might be argumentative or challenging in class. The most common cause might be their advanced knowledge of the topic you are presenting. Or they may have a genuine disagreement about the class topic. You can identify these students as those that convey, both verbal and nonverbal hostility towards you or your authority in class. Teachable moment tips: 1) Dig deeper into the logic behind the facts and principles that the student may have missed. 2) Model what it means to be a critical thinker when your ideas are challenged. 3) When questioned, demonstrate scholarly debate, including careful listening, thoughtful reflection, respectful disagreement, and reasonable compromise when appropriate (Svinicki & McKeachie, 2014).

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Sometimes students come into our classes without the appropriate background, incorrect prerequisites, or just didn't pay attention to the previous class content. The gaps can be remediated by pointing the students toward supplemental or remedial resources. Additional support includes: 1) Encouraging study groups. 2) Give quizzes early in the semester to identify their difficulties. 3) Link students to resources on campus, such as the student learning center or Services for Students with Disabilities (Svinicki & McKeachie, 2014).

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Attention seeking students display behaviors of excessive talking, frequently joking in class, showing off, and often try to be noticed. These students keep the class conversation going but can interfere with other students' chances to talk. Supports for this include: 1) Start by suggesting that you want to get everyone's viewpoints. 2) Call on students that have not spoken recently. 3) Creating subgroups for discussion so everyone can be heard (Svinicki & McKeachie, 2014).

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You may have a class where two or three students are in the back carrying on their conversation. This can be annoying, but we must think of the next steps. First, consider whether the problem is with the material rather than the students. Is the lecture material too difficult or too easy? If the answer is "no," let's look towards supports. 1) Break the class into sub-groups assigning a topic. Move around the room to see how the groups are progressing, noticing the disruptive students and their participation. 2) Call on the disruptive students to answer your question about the topic. 3) Discuss a policy that students have to rotate seats each class period. If they sat in the back, they are to move to the front. 4) If needed, request to meet with the student after class and ask about any concerns they may have (Svinicki & McKeachie, 2014).

According to research by Goldman and Brann (2016), data revealed that a variety of instructor communication behaviors and practices identified in the useful teaching literature fulfilled students' needs for autonomy, competence, and relatedness. The fulfillment of these needs intrinsically motivates students to learn, develop their cognitive capacities, and prepares them for short-term and long-term success.

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This can include students coming in late to class, doing other classwork, acting disruptive by talking to others, texting during a lecture, and answering phone calls. Supports for this include: 1) Addressing the unacceptance of uncivil behaviors in the course syllabus. 2) To not allow uncivil behaviors to be normative and address it right away. 3) To model the correct type of actions by also not responding to texts when teaching a class or frequently stepping outside to take a phone, which makes the class wait.

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Students may become angry when they don’t agree with a grade that was given to them on an assignment. Supports for this include: 1) Having a conversation with the student in private about their grade. An audience can escalate a student's feelings of anger. 2) Present the issue in class if needed, admitting that you had graded an assignment wrong. 3) Get the student to put their concerns in writing through email and request for the student to state his or her rationale (Svinicki & McKeachie, 2014).

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Some students will begin the semester with great enthusiasm and energy, and then a few weeks later, that enthusiasm is gone. Support for this includes 1) Have previous students who have taken the course or graduate guest speak in class about their experiences and frustrations in graduate study. Have the guest speaker provide ways they had survived and managed the course workload. 2) Assist students with developing more effective time management strategies. According to research by Gordanier, Hauk, and Sankaran (2019), found that the effectiveness of early academic interventions such as tutoring, time management skills, and study skills improved student academic performance.

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Some of the student cues of psychological problems include belligerence, moodiness, excessive worry, suspiciousness, helplessness, emotional outbursts, or depression. Sometimes symptoms of drug and alcohol usage will be visible. Supports for this include: 1) Getting the student to talk to you and ask, "How are things going?' Hopefully, the student will open up to you, and you can suggest for the student to seek professional help. 2) Follow up with the student frequently for check-ins (Svinicki & McKeachie, 2014).

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In almost every discipline, some topics will arouse strong feelings in some of your students. If the topic is relevant and vital, it is best to acknowledge the sensitivity of the subject and admit that it may be hard for some members of the class to feel free to contribute their ideas. It is best to help the students to understand why the topic is relevant to the goals of the course (Svinicki & McKeachie, 2014).

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The increasing concern with suicide risk among college students prompts a few words on the early recognition of the kinds of depressed states that accompany such risks. Pay attention to the students who frequently miss class, and particular attention to signs of personal neglect such as grooming, hygiene, lethargy, rapid weight changes, facial expressions that are atypically gloomy, or distressed. Supports for this include: 1) Reaching out to the student individually to talk. Listen for talk of death or reference to suicide. 2) Urge the student to seek professional help as soon as possible if feeling depressed. 3) Follow up with students the next day to ensure they are okay and request assistance. 4) Call 911 if needed for immediate help (Svinicki & McKeachie, 2014).