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Tutor Toolbox: Dealing with Difficult Situations

Dealing with Difficult Students

  • Take a deep breath and try to remain calm. It's natural to be overcome with frustration, resentment, and anger. But when you are, you become less rational, and your agitation becomes contagious.
  • Try to set a positive tone and model an appropriate response, even if it means you must take a few moments to compose yourself. Acknowledge that you need time to think, time to respond.
  • Make sure students understand that it's their misbehavior you dislike, not them. "I like you, Jason. Right now, your behavior is unacceptable."
  • Give the misbehaving student a chance to respond positively by explaining not only what he or she is doing wrong, but also what he or she can do to correct it.
  • Never resort to blame or ridicule.
  • Avoid win-lose conflicts. Emphasize problem-solving instead of punishment.
  • Insist that students accept responsibility for their behavior.
  • Try to remain courteous in the face of hostility or anger. Showing students that you care about them and their problems will help you earn their respect and establish rapport.
  • Treat all students respectfully and politely. Be consistent in what you let them say and do. Be careful not to favor certain students.
  • Be an attentive listener. Encourage students to talk out feelings and concerns and help them clarify their comments by restating them.
  • Model the behavior you expect from your students. Are you as considerate of your students' feelings as you want them to be of others? Are you as organized and on-task as you tell them to be?
  • Specifically describe misbehavior and help students understand the consequences of misbehavior
  • Be aware of cultural differences.
  • Teach students academic survival skills, such as paying attention, following directions, asking for help when they really need it, and volunteering to answer.
  • Focus on recognizing and rewarding acceptable behavior more than punishing misbehavior.
  • Where reprimands are necessary, state them quickly and without disrupting the session.

Adapted from "Learnng to Teach...Not Just for Beginners: The Essential Guide for All Teachers by Linda Shalaway  (© 2005, Scholastic).