Working with the Resistant College Student
- 1. A guide to working with college students resistant to learning and/or change in Higher Education curricula and Students Affairs programs By Mario Adkins – EDH 686 Issue Critique Working with the Resistant College Student References Boyle, C. (2013). Student learning: Improving practice. New York: Nova Science Publishers. Dembo, M. H., & Seli, H. P. (2004). Students' resistance to change in learning strategies courses. Journal of Developmental Education, 27(3), 2-11. Eaton, P. W. (2014). "Whole" learning: Student affairs' challenge to college curriculums. JCT (Online), 30(1), 64. Hains, B. J., & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(3), 357. Sanford, N. (1966). Self and society: Social change and individual development. New York: Atherton. Van de Kleut, G., & White, C. (2010). Teaching, learning, and resistance. Language Arts, 87(6), 447-456.
- 2. When working with students in a teaching capacity, rather a faculty member is teaching a course or a student affairs administrator is facilitating a program, a number of possible issues can arise during lessons. One of the most noteworthy is dealing with a student resistant to learning (Dembo & Seli, 2004). Having a student resistant to learning can happen due to a number of reasons (see right column) and have the potential to restructure the learning session, especially within group settings such as a classroom or campus program. These situations also test the facilitator or faculty in how knowledgeable they are in their subject (Boyle, 2013). Resolving a resistant student, especially one who challenges and questions multiple ideals, can make or break the climate and credibility of the topic being taught (2013). Politics, religion, diversity, sex/gender, history, and judicial hearings are common situations that can be emotionally charged and/or be aligned with strong values students might hold. While resolving resistance among students can require extra energy and effort, it can be an immense learning experience for them. Establish Respect Even among disagreements, establishing respect is necessary. Affirm answers and opinions from students and encourage them to understand even among contrasting views, mutual respect is important in the academic and professional world. Promote Empathy Is there a way verbally or visually you could put your students in the place, perspective or role you are addressing? When you convey a topic can affect students, you can potentially further convey the effect (Eaton, 2014). Answer the “Why” Why does this topic relate to your students? If students have no investment in your subject, they may “check out” simply because they perceive the subject does not relate to them (Van de Kleut, & White, 2010). Help in building that connecting bridge. Environment Regulation Promote an open environment where students feel comfortable sharing ideas. If the setting feels hostile or one-sided, students may perceive their opinions matter little (Hains & Smith, 2010). Validate, then regulate. Working with the Resistant College Student In a setting when values are challenged Not understanding new ideas or concepts Confusion or lack of confidence in topic Lack of attention due to low interest and boredom Having opposing views to a particular topic Allowing preconceived notions to prevent learning Perception of a hostile or unwelcoming environment Questions to Consider Is it best to resolve student resistance issues in a group setting or individually? When should educators/programmers settle on the “agree to disagree” stance? Is the challenge and support theory (Sanford, 1966) applicable here? NOTES ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ____ (Sanford, 1966) An exceptional summary of dealing with resistant students from Dr. Diane J Goodman