I mentioned I was going to try and start a thread on this topic, so I'll do it now before you get your much needed break from me when the semester ends.
I have been advised on at least two occasions in Korea, by students, that I would do better to make my teaching less "fair". These people have come to me after class and told me that students who come to class yet do not try, and do not study, are not worth my while. I should ignore them, and get on with teaching students who really want to learn.
Are they right?
Please let them rot, sir!
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woodcutter
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joshua2004
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In one word, no. It would take too many words to explain way though. So, I will hint to the reason and let you discover it for yourself. If someone at your work or in your family or maybe even living next to you was too dificult to communicate with or get along with, does it mean you should ignore them? Sure, if it is hazardous to your health or something. But, lets think about what kind of model of teaching we would be supporting. A traditional, competitive, only the fittest survive approach. Bringing those students into participation can be done by making them responsible for others learning. Once others are dependent on them, they will tell them to get off thier arses! Much more effective than any threats or punishment from the teacher.
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woodcutter
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I think most people would agree with you.
I dunno though. Your answer is a little idealistic and impractical, I cannot really set the advanced students on teaching the others all the time. It also assumes there is one kind of friendly western inspired model we must work towards, even in another cultural context.
These people work hard. Lots of their precious time is taken up with listening to me struggle with people who would perhaps rather not be struggled with. I do sympathize with them.
I dunno though. Your answer is a little idealistic and impractical, I cannot really set the advanced students on teaching the others all the time. It also assumes there is one kind of friendly western inspired model we must work towards, even in another cultural context.
These people work hard. Lots of their precious time is taken up with listening to me struggle with people who would perhaps rather not be struggled with. I do sympathize with them.
Hello woodcutter, interesting question!
I must admit, my attitude to this problem has changed over the years. In the past, I viewed the 'difficult' students as a challenge. I would give them extra help and generally try my best to aid them. However, my time with each class is limited and this attention was sometimes at the expense of the rest of the class.
Now, I tend to give more attention to the majority. I found that a lot (though not all) of my time with difficult students was wasted. If they had problems in English, they probably had problems in other subjects. The drop out rate among this group is high.
My approach now is to give options to 'difficult' students . If they take up offers of extra help or they spend time doing the activities I suggest, then I'll respond positively. If they don't, they get the same amount of attention as the rest of the class.
I must admit, my attitude to this problem has changed over the years. In the past, I viewed the 'difficult' students as a challenge. I would give them extra help and generally try my best to aid them. However, my time with each class is limited and this attention was sometimes at the expense of the rest of the class.
Now, I tend to give more attention to the majority. I found that a lot (though not all) of my time with difficult students was wasted. If they had problems in English, they probably had problems in other subjects. The drop out rate among this group is high.
My approach now is to give options to 'difficult' students . If they take up offers of extra help or they spend time doing the activities I suggest, then I'll respond positively. If they don't, they get the same amount of attention as the rest of the class.
I think you have to take each student on their own merits. If they are being disruptive and uncooperative out of frustration, they may well need extra attention. However, if they are being troublesome in order to get your attention it's best not to reward such behaviour. Finally, don't forget that the students who do get on with the work are just as deserving of your attention as those who don't. Students can, justifiably, resent seeing all their teacher's attention going on those who, in their eyes, least deserve it.