How Do You Handle Difficult Situations with Students?May 19, 2010 | Ben Johnson
"So do you have a problem with me?" the student asked.
"Yes I do." I testily answered. "You need to be quiet and listen to the teacher!"
"What do you care? Just keep fixing that computer!" replied the student.
Unfortunately, I was only a visitor in the classroom that day (there to fix the computer). The above exchange occurred when I just couldn't stand it any longer and turned and looked for the student who was making all that noise while the teacher was trying to teach high school biology.
I must have had an angry look on my face when I turned to look, and that single look got a nasty reaction. It didn't get any better between that student and me. But it did get me thinking: What would I have done differently to diffuse the situation if I were the teacher?
I'm not going to talk about the sad state of society where students can feel comfortable being rude to adults, nor will I discuss any specifics about the student. I am also not going to address that the teacher seemed oblivious to what was going on between the student and this visitor. (My reason for not tackling any of those topics? If we are to fix education, we have to stop blaming and making excuses. We just need to fix it starting with ourselves!)
As I mentioned above, my facial expression may have cued the response. Perhaps when I looked in a perturbed fashion at this student it was viewed as a challenge. I wonder if it would have been any different if I had kept my face passive. Probably. But, after all, I communicated what I really wanted to communicate. With just my look, I told this student that I was displeased.
Then I thought, what could I have said that would have made things better? I know that humor is the best thing to deflect angry situations, but I was peeved. I wish I had recalled in that moment all the research that shows when you are irritated, your brain basically shuts off.
Maybe I should have said with a wry smile, "I'm sorry, the teacher is speaking so loudly that I cannot hear what you are saying." Or perhaps I could have stated, "Nope, I am just sitting here listening to you enjoying the Kreb cycle." If I had had my wits about me I could have -- and probably should have -- stood up and introduced myself to that student: "Oh, I'm sorry, we have not been properly introduced. I am the all powerful and wise adult. And you are?" All of these would have either made the student laugh or at least embarrassed the student enough to keep the student quiet. They would have had a more desirous outcome than what I did say.
Although I'm in classrooms daily, I typically do not have the pressure of getting students to do what they do not want to do. However, something I do know for certain: By allowing negative student behaviors to continue, teachers are not doing anyone a favor. We have to do something.
That is why I felt compelled to do something, so I gave the student "the look," and my authority as an adult was then challenged. Then, wisely or not, I decided to assert that authority. Both of us lost our dignity that day. And I admit I played my part in this.
I am curious to know: What would you have done in this situation? Please also share successful strategies for diffusing unnecessary conflicts. We are all in this together. I look forward to your suggestions and ideas.