ATD Blog
Managing Challenging Behaviors in the Classroom
Wed Oct 15 2014
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Some folks are just plain difficult to deal with during training! Indeed, every trainer has experienced their share of learners with challenging behaviors.
Some folks are just plain difficult to deal with during training! Indeed, every trainer has experienced their share of learners with challenging behaviors.
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Some behaviors are obvious and others are subtle, but all challenging behaviors can cause disruption during the class. The most common challenging behaviors trainers may encounter include:
Some behaviors are obvious and others are subtle, but all challenging behaviors can cause disruption during the class. The most common challenging behaviors trainers may encounter include:
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a lack of attention, with participants using their computers or mobile phones in class
a lack of attention, with participants using their computers or mobile phones in class
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constant talking in pairs or small groups
constant talking in pairs or small groups
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interrupting the facilitator
interrupting the facilitator
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challenging every idea presented in the training
challenging every idea presented in the training
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leading the class into a different discussion
leading the class into a different discussion
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coming in late
coming in late
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showing disrespect to facilitators or other participants
showing disrespect to facilitators or other participants
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assuming to know all the content and trying to take over the session
assuming to know all the content and trying to take over the session
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·not participating in any discussion or activity.
·not participating in any discussion or activity.
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These behaviors can affect learning outcomes and potentially reduce an organization’s ROI. The facilitator, therefore, has a responsibility to manage them effectively.
These behaviors can affect learning outcomes and potentially reduce an organization’s ROI. The facilitator, therefore, has a responsibility to manage them effectively.
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Understanding motivations of challenging behaviors
Understanding motivations of challenging behaviors
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All behaviors (including challenging behaviors) are motivated. If a facilitator understands why particular behavior occurs, she may be able to handle it better. Here are three reasons that I attribute to challenging behaviors.
All behaviors (including challenging behaviors) are motivated. If a facilitator understands why particular behavior occurs, she may be able to handle it better. Here are three reasons that I attribute to challenging behaviors.
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Reasons related to the participant. This refers to characteristics inherent in the participant’s personality, attitude, habits, and skills. Each of these characteristics will play into the particular training situation. For example, a participant who by nature is aggressive will become argumentative in the class; if a participant is by nature shy, he will not participate. Likewise, a participant may be sociable and keep up a constant conversation with others around her. Or, a participant may be a distracted multitasker and have an inability to concentrate.
Reasons related to the participant. This refers to characteristics inherent in the participant’s personality, attitude, habits, and skills. Each of these characteristics will play into the particular training situation. For example, a participant who by nature is aggressive will become argumentative in the class; if a participant is by nature shy, he will not participate. Likewise, a participant may be sociable and keep up a constant conversation with others around her. Or, a participant may be a distracted multitasker and have an inability to concentrate.
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Reasons related to content and materials. Sometimes the training materials or the course content does not connect with some participants. The content may be too easy or too difficult, and the activities may not be engaging enough or fail to make sense to the participant. For example, sitting through a series of PowerPoint slides may simply disengage many participants. Meanwhile, if activities are hurried and not debriefed thoroughly, some participants may lose the connection.
Reasons related to content and materials. Sometimes the training materials or the course content does not connect with some participants. The content may be too easy or too difficult, and the activities may not be engaging enough or fail to make sense to the participant. For example, sitting through a series of PowerPoint slides may simply disengage many participants. Meanwhile, if activities are hurried and not debriefed thoroughly, some participants may lose the connection.
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Reasons related to the facilitator. Keeping participants engaged is one of the most critical skills of a facilitator. When the facilitator fails to engage the participants, it can lead to participants engaging in challenging behaviors. Facilitation skills include eye contact, pace, use of space, eliciting feedback, and connecting the content and methods to workplace reality.
Reasons related to the facilitator. Keeping participants engaged is one of the most critical skills of a facilitator. When the facilitator fails to engage the participants, it can lead to participants engaging in challenging behaviors. Facilitation skills include eye contact, pace, use of space, eliciting feedback, and connecting the content and methods to workplace reality.
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Addressing challenging behaviors
Addressing challenging behaviors
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If participants are not involved in the training session due to their personal issues, it would be a good idea to discuss their concerns outside the class. Depending on the nature of the person, try to modify your responses within the session, so that the challenging behavior is reduced. Keep in mind that different communication, conflict handling, and other interpersonal and personal skills are important when dealing with different types of participants.
If participants are not involved in the training session due to their personal issues, it would be a good idea to discuss their concerns outside the class. Depending on the nature of the person, try to modify your responses within the session, so that the challenging behavior is reduced. Keep in mind that different communication, conflict handling, and other interpersonal and personal skills are important when dealing with different types of participants.
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For example, be assertive with an aggressive participant or someone who is multitasking or distracted. Involve someone who is knowledgeable in giving explanations, and talk to a participant who may be shy. However, if a participant’s behavior is very disruptive and causes a distraction to everyone, it may be better to report this to their manager.
For example, be assertive with an aggressive participant or someone who is multitasking or distracted. Involve someone who is knowledgeable in giving explanations, and talk to a participant who may be shy. However, if a participant’s behavior is very disruptive and causes a distraction to everyone, it may be better to report this to their manager.
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To keep participants engaged with the training materials and course content, set expectations at the beginning of the program, and gather expectations from the participants. If there is a big discrepancy between the goals of the training and what participants expect, try to modify the content and methods as you go along to suit their needs.
To keep participants engaged with the training materials and course content, set expectations at the beginning of the program, and gather expectations from the participants. If there is a big discrepancy between the goals of the training and what participants expect, try to modify the content and methods as you go along to suit their needs.
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Communicate this discovery to the concerned managers and designers. Knowledge of the subject and different adult learning principles, and confidence in using different techniques is critical to make successful changes on the go. Creating your own framework for the topic is also essential.
Communicate this discovery to the concerned managers and designers. Knowledge of the subject and different adult learning principles, and confidence in using different techniques is critical to make successful changes on the go. Creating your own framework for the topic is also essential.
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To further keep participants engaged, develop your facilitation and presentation skills, including:
To further keep participants engaged, develop your facilitation and presentation skills, including:
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verbal and non-verbal communication skills, such as body language and voice control
verbal and non-verbal communication skills, such as body language and voice control
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use of different training aids
use of different training aids
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using space effectively
using space effectively
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involving everyone in the discussion
involving everyone in the discussion
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putting participants at ease
putting participants at ease
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using humor.
using humor.
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Having a passion for your topic and training in general can make a big difference between programs that are successful and those that fail.
Having a passion for your topic and training in general can make a big difference between programs that are successful and those that fail.
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Final word
Final word
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Remember not to get angry, argue with, or insult participants when dealing with difficult behaviors. You need to maintain the tone of the session, and ensure that training goals are met. Always maintain your calm and credibility as an effective facilitator, and endeavor to be a role model for participants in terms of your own behavior.
Remember not to get angry, argue with, or insult participants when dealing with difficult behaviors. You need to maintain the tone of the session, and ensure that training goals are met. Always maintain your calm and credibility as an effective facilitator, and endeavor to be a role model for participants in terms of your own behavior.
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To learn more, join ATD’s Essentials of Managing Challenging Classroom Behaviors beginning on November 5, 2014.
To learn more, join ATD’s Essentials of Managing Challenging Classroom Behaviors beginning on November 5, 2014.