Prairie Notes ~ A Clothespin on my Collar

Friends,

I'm not sure this is the right place, but here goes anyway.

As some of you know I have been teach junior college at a local community college for 3+ years now.

So I'm typically dealing with 18 and 19 year olds, however, the last two semesters the students are much more disruptive, rude and immature.

It's been a challenge. One of my students, who I like and is bright, has ADHD. He can't keep quiet for more than three minutes, which really makes the class difficult to manage.

Yesterday, was our last day before Spring Break, so everyone was distracted.

At one point I felt someone come up close to my back. I turned and there was John (not real name, student with ADHD). I asked him if he put something on my back, and he said, "No.", but a handful of students were laughing. I asked one of my more mature students, and he said no there was nothing on my back. About 15 minutes later, my maturist student asked if there was some reason I had an clothes pin attached to my collar in back.

So far my cousin has said that she thinks it was affectionate, and means that my students see me as approachable.

Any other thoughts or comments.

EJ

It's nice that students are comfortable around you but they're running you over. Some profs I'm close to, they joke around, while others, there's a risk of if you do that, you may get a hard slap and thrown out. The issue is, not only may it annoy you but what about students you like the subject? They want to learn it but other clowns may be goofing off. I'm in 2nd year university and since I'm taking courses I love, I hate whenever people around me are babbling during the lecture.

if this is after the lecture, then it's not too bad unless you're trying to answer questions.

EJ

It sounds like an affectionate prank by someone who might be looking forward to a fun-filled spring break. Analytically speaking I think it was an attempt to make a connection with you. A wish to stay connected over the spring break, a wish to be thought of during the spring break. Maybe a wish for you to have some fun on spring break too, and an attempt to begin that with a silly affectionate prank.

Have you talked to "John" personally, had him stay after a moment, etc.? Maybe you can get a sense of whether he realizes he's being disruptive and whether he wants you to help him help with it? My father when he got older, use to tell the same joke over and over but he and my mother set up a system where she'd make a special sign and he'd know he'd told it (something like Carol Burnett pulling on her ear for her grandmother :-) Maybe you can work out a phrase or word with John so it reminds him when he hears it to settle down? My husband has a few phrases for me that help me when I get tangled like, "I don't hear any nouns" and I know to back up and find a subject noun so he can follow what I'm saying :-) Maybe a simple, "I'm speaking" or something will remind John he's out of order.

I'd say from my high school/early college days that he probably admires/has a crush on you? He just doesn't know what to do and is trying to show he "cares". Interesting that he had/found a clothespin in the classroom? I can only think it might have held his paper lunchbag closed or something and so might remind him of whatever woman makes his lunch for him? Far-fetched probably :-) but you might unconsciously remind him of a woman he knows/loves/admires/is "related" to. If he doesn't know how to "start"/communicate with someone he likes, might be the only thing he can think of.

GrayNess,

I agree they are running over me. That explains the tread marks on my back.

I don't understand students that don't have basic classroom skills like sitting still and listening.

Like you I was a very dedicated student, so I am deeply perplexed about the behavior I have been encountering this semester.

The class I am teaching is a required course. While the Economics classes I have been teaching are 200 level courses, almost every student who enrolls in my class has never taken an introductory economics class or any other business courses.

The ADHD student just can't seem to shut up. I have some new strategies I am going to try this week.

May I ask what you are majoring in?

Thank you for your comments.

EJ

This is from this website regarding ADHD treatment:
http://psychcentral.com/lib/2007/tre...disorder-adhd/

Basically, the best method is medications, so I don't intend to burst your bubble but if he's not taking his medications, then no matter what you do, you'll have some disruption. But, I assume constantly keeping his attention would work a bit, however, the other non-ADHD students would suffer. Why not ask him after class if he's taking meds and if he isn't, suggest it that he does because of the immense disruptions.

So it's a 200 level course with no 100 level prerequisites? Well, that's not too unheard of, we have some of those at my university. I don't know if this would be involved, but if it's a 200 course and people in it have little experience, it may be viewed as a "bird course". If it was a 300 level with 200 level prerequistes, I'm quite sure the chaos would simmer down ("John" may still need meds).

I'm majoring in double major biology and psychology (2nd year), in the hopes of forensic psychology (criminal profiling), neuroscience, neuropsychology or neurosurgery. Back-up plans I'm a bit unsure on but probably something in psychology or forensic science.

His reasons for the behavior, could be due to the up-coming break (here it ends at end of April so nobody is all hyped up more than usual yet). You could try your new methods. I don't know how your lectures are but how long are they? We have some 3-hour lectures for 3 of the courses and if there's no breaks, people get very restless. Perhaps give a break if it's a 2-hour lecture or 3-hour?

Perhaps they may find it a bit boring because they have little experience, so you could teach the theoretical aspects then show how it is applied in real-life. I have only taken 1 course in economics in grade 12 by a decent teacher, so I don't know much about it, however, showing the applications are quite useful. For example, if we learn in 1st year calculus (did it in 1st year when I considered majoring in math and bio or chem and bio), it got boring until we saw how to apply it. At least to me, it showed the significance, so I'm not learning all of this just for a 200 or 300/400 course, and until then, it's just some boring babble.

Or, maybe the material is too hard for them and they tune out? Or maybe they're in it for an easy grade and don't really care.

Either way, try your methods, and if that doesn't work, perhaps ask the kid if he's on meds. Check with your policies to see if you're allowed to boot him out for the disruptive behaviors because I'm not sure on them.

Grayness,

You hit on one of the weaknesses of the course, there are really no applications for what I am teaching.

Why do they call 200 level courses, with no pre-requisites, at your university "bird courses"?

I typically only lecture for about one hour tops. Then we work on a project I designed.

One of the administration staff said I can expel the student from the class.

Everyone in the class is taking this course because it is a requisite for getting their two-year degree.

EJ

Perna,

Thank you for the "I'm speaking" idea. I will let you know if it works.

How come you don't hear nouns?

EJ