Working with difficult learning situations
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This document provides guidance for working with difficult learning situations. It outlines objectives of reflecting on feelings, diagnosing student needs, and managing challenges. Specific techniques are presented for different issues like lack of knowledge, attention issues, clashes. The CALMER technique is described for managing clashes, which involves catalyzing change, altering thoughts, listening, making agreements, providing education and follow-up, and reaching out for support. The document aims to help teachers effectively handle difficult students and learning situations.
Working with difficult learning situations
- 1. WORKING WITH DIFFICULT LEARNING SITUATIONS Deirdre Bonnycastle Clinical Teaching Development College of Medicine December 2012
- 2. OBJECTIVES Upon completion of this session, you will be able to: 1. Reflect on your feelings 2. Diagnose a student’s learning needs 3. Manage difficult learning.
- 3. REFLECT ON YOUR FEELINGS What type of student really makes teaching worthwhile?
- 4. REFLECT ON YOUR FEELINGS What type of student really annoys/clashes with you?
- 5. REFLECT ON YOUR FEELINGS What type of student do you have no idea how to work with?
- 6. DIAGNOSE
- 7. DIAGNOSE
- 8. MANAGE NOT TAUGHT Teach It Learn It Self Directed Illness Script http://medicaleducation.wetpaint.com/page/Self+Directed+Learning http://medicaleducation.wetpaint.com/page/Illness+Patterns
- 9. DIAGNOSE Lack of Knowledge Not Understood Attention Issue Language Issue Learning Issue
- 10. MANAGE NOT UNDERSTOOD Language Tutor College of Medicine Apps ? Attention Motivation/Relevance Learning Style ? Learning Learning Style Learning Disability
- 11. Self Reflection 1. What Is a Bottleneck to Learning in This Class? 2. How Does an Expert Do These Things? 3. How Can These Tasks Be Explicitly Modeled? 4. How Will Students Practice These Skills and Get Feedback? 5. What Will Motivate the Students? 6. How Well Are Students Mastering These Learning Tasks? 7. How Can the Resulting Knowledge About Learning Be Shared? -Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking 2004
- 12. Break
- 13. Threw it on the ground http://youtu.be/melDW18wCs0
- 14. DIAGNOSE Clash
- 15. Challenge Awareness Awareness Practice Learning
- 16. DIAGNOSE
- 17. MANAGE CLASHES CALMER Technique C atalyst for Change A lter Thoughts L isten M ake an agreement E ducation & followup R each out Based on work of Pomm, Pomm and Shahady 2004
- 18. CATALYST FOR CHANGE Is this situation a danger to patients, staff or myself? Where is the student generally on the Learning Cycle? What part of this situation do I have control over? Who else might I bring in to help?
- 19. ALTER THOUGHTS How does this student make me feel? Are my feelings about this situation getting in the way of solving it? Am I taking the student’s behaviour personally? How might I change my feelings in order to be more effective in teaching this student?
- 20. LISTEN THEN DIAGNOSE Beware Assumptions Ask student what they think they are doing well Ask student what areas they are concerned about
- 21. MAKE AN AGREEMENT Share your feedback with the student Ask the student what might be done to improve X Student agrees to work on X You decide to accept the behaviour Student is reassigned Decision Point
- 22. EDUCATION & FOLLOW UP Look at the Learning Cycle again What does the student need to move forward? Ask for help from me or your department Refer the student
- 23. REACH OUT Where do your feelings go when you set them aside to work with the student? What is your support system for dealing with anger and tension? ??
- 24. When do you contact the university?
- 25. THANK YOU Next Session Jan 17 and 24 th TIPS 6-10PM