What are some effective strategies for dealing with difficult students during advising sessions?

Consider changing our mindsets - there are no "difficult students." In higher education there are many bureaucratic processes that cause people to become frustrated and it is our role to assist. Let's listen to our students without judgement and focus on their needs. By remaining calm, identifying the issues, solving the problem or finding alternative opportunities, we can best serve all our students.

Building rapport is a skill that is more naturally intuitive for some than others, but is a skill that can be developed by being mindful of how the learner is feeling. The cornerstone of rapport is active listening, ensuring that the learner knows their voice truly matters. Mindful gestures like maintaining positive body language and sharing a genuine smile can help put learners at ease. Strive strive to discover common ground and shared experiences - within these connections that we lay the foundation for profound and mutually enriching conversations.

Knowledge is Power. I believe, the first step is knowing your students. What are their strengths, their challenges, their interests, the changes that could be happening in their social circle. This knowledge is gained every day and begins with the day start. They need you to listen to them, so let them trust you. It’s very important that they make them confident that you will never judge them for their thoughts, differences, or struggles. In other words I believe that if I win their hearts, I will win their trust and attitude. I also believe in storytelling. Sometimes, people won’t find it easy to trust me. I use stories of certain themes purposefully to highlight specific morals or challenges. Encourage students and model how to reflect.

I agree it, and it’s quite common nowadays to mess with such students. According to me, the best way to build a rapport first and try to clarify their life goal, and push them to be micro ambitious rather long dreams or goals. Eventually they’ll be on right track. Most importantly, don’t expect them to do academic work for contribute the same during this period or even don’t compel them for the same. The way will work easier. Thank you.

Begin by actively listening to the student's concerns. Give them your full attention, and show empathy for their situation. Sometimes, students just need someone to listen to them and understand their perspective. Use language that conveys empathy and understanding. Phrases like "I understand this is frustrating for you" or "I can see why you're concerned" demonstrate that you acknowledge their feelings. Ensure that the student understands the purpose and goals of the advising session. Sometimes, conflicts arise due to misunderstandings about what can be achieved during the meeting.

I always remind my staff to think about how they would like to be treated if they walked into a store asking for assistance. College is a difficult process to navigate, particularly for First generation students. There is no road map. Try to become someone they trust, not someone they view as an enemy who is making the process harder to understand and navigate.

Dealing with difficult students during advising sessions can be challenging. Here are some effective strategies to manage and engage with difficult students during advising sessions. Listen attentively to the student's concerns and issues. Sometimes, they may simply need more attention to hear them out. Maintain a calm and patient demeanor, even if the student is being confrontational or emotional. Your calmness can help defuse tense situations. Frame feedback and suggestions positively. Avoid negative language or blame, which can make the student defensive. Collaborate with the student to identify solutions to their problems or concerns. Encourage them to brainstorm ideas and set achievable goals.

IME, most "difficult" students are frustrated students who really just want to be heard above all else. Really, truly listening to them, using active listening techniques like reflection, and showing them that you value them and care about their frustrations or barriers to success they're experiencing, can go a long way toward making a "difficult" student into an achiever and an asset in the classroom.

As a student leader, I've had the chance to talk to thousands of other students. So, I can say that when a teacher smiles at everyone and says something funny or nice about them, it makes us feel like we're more than just faces in a classroom and makes us feel that our teacher cares about us and values us. When this kind of atmosphere is present, students are more likely to participate in class discussions without worrying that the teacher will judge them. Additionally, when teachers listen to their students without stooping or making them feel stupid, it shows that they care about their opinions, emotions, and views. This creates an atmosphere in the classroom where all students are happy to be there and never feel stressed.

I have experience of sufficient duration to deal.with difficult students various types in academics ;in administrative aspects ;day to day socio politicl problem.For most important approach is be soft to these students and listen their narrative and gain their confidence and make them ready to follow right path with rationality .Solve their problems if any.Give them time to adjust.Following systematic soft approach by winning their confidence one can solve problems.

I've always found the use of up-front contacts to be quite effective. Often instructors can quickly get caught up in wanting to be both the teacher and friend at the same time. Establishing boundaries with an upfront contract stating what the expectations are and what the consequences will be for each scenario is key to getting students to buy into the rules. Ex: one of my grade scores deals with deadlines, and students are told it's their job to get the assignment turned in. They are given many options, from scanning it, delivering it in person, or even snapping a cell phone photo and sending an email, they must show it's complete on time. If not, they lose that grade. Friendship aside, they know what to expect if they don't turn it in.

To advisors, I strongly encourage you to fully understand the overall degree requirements and required course progression flow for the portion of the curriculum you advise on—whether it’s a minor, a major, just general education/core requirements, or all of it. Knowing the degree requirements and course flow (base classes that are prerequisites for advanced classes or elective classes) will help you in advising: you’ll be able to communicate to your advisee better why they can’t jump right into an upper division course, how not taking course X will impact their graduation term or ability to take the elective they’re eyeing 1 or 2 semesters out. Most of all, it’ll lend you credibility and show that you have their best interests in mind.

When dealing with challenging students during counseling sessions, it's crucial to employ strategies that foster understanding, communication, and growth. Active listening, empathy, and building rapport are foundational. Setting clear boundaries and maintaining a calm demeanor can help defuse tension. Encourage open dialogue with open-ended questions, and avoid judgment. Adapt your approach to each student's unique needs and circumstances to facilitate a positive counseling experience.

Setting boundaries with students is an essential aspect of maintaining a healthy and productive teacher-student relationship. The key is to communicate clear guidelines, explain the reasoning behind it, and to be consistent with it. Communication expectations must be set - be it language, social media, or personal space. Any inappropriate behaviour must be communicated promptly. A regular review of the boundaries may be helpful.

this is good inside here, however it's also kind of a little bit self-apparent. again I have never really worked with a student in my career, who has not been at least somewhat interested in taking ownership of his or her own academic journey, by the time they reach college.

In my previous office, we used our automatic email replies to help reinforce boundaries during pre-registration. We would clearly state our expected response time and connect students with answers to FAQs related to their program of study and university policy. It allowed us to strike a balance between enforcing boundaries while providing students with resources to help them begin to solve their problems autonomously.

I agree boundaries are necessary. I would take this a step further and say create a co-agreement with those you are advising as well. By setting a co-agreement all parties involved have a clear understanding of boundaries and expectations from advising sessions. The co-agreement involves both parties so the individual will have ownership and be empowered to take responsibility for their part in this journey.

Understanding and patience could be game changing skills in addressing challenge situations with students. It is advisable for learning facilitators to learn the act of listening and showcase empathy while dealing with students who might be affected by psychological challenges.

As a student, I believe that open-ended inquiries are beneficial because they enable me to provide my thoughts or perspectives with greater openness and to reveal my true thoughts, and assist me in gaining confidence. A vice versa, in which a closed-ended question is posed, prevents me from sharing my thoughts as a student, which gives me the impression that my voice is unimportant or that my teachers do not care or value me.

How one thinks is everything! I would add “what if questions” to more actively engage with students and their way of thinking. This will aid in assessing issues from their perspective. Be an active listener.

In my experience, I found that asking questions helps a lot in difficult situations. Most challenges stem from miscommunication or misperception. Therefore, asking questions and seeking clarity can provide resolutions. It also helps the student make sensible decisions!

Open-ended questions are great because it may produce self-actualization for the student. It also allows the student to lead the area of focus for the advising session.

Using open-ended questions in education fosters deeper understanding and encourages critical thinking among students. Unlike closed questions, which solicit limited responses, open questions invite students to express their feelings, perspectives, and experiences. Such questions delve into a student's motivations, challenges, and aspirations, facilitating reflection and self-evaluation. For instance, instead of asking if they like their major, probing about the aspects they appreciate or find challenging provides richer insights. Open questions stimulate meaningful interactions, empowering students to articulate their thoughts and, crucially, enabling educators to guide them towards self-discovery and independent problem-solving.

Yes! Though it sounds relatively simple, the skill of asking effective open-ended questions, is one of the most important skills that an effective academic advsor must master.

Open ended questions help us better get to know our students. As professionals it's easy to fall in the habit of already "knowing" their path. However, by asking open ended questions, we can really uncover what THIS student needs.

Lorsqu'il s'agit de gérer des élèves difficiles lors des séances de conseil, l'utilisation de certaines méthodes peut être bénéfique. Par exemple, en faisant preuve d'empathie envers les élèves, vous pouvez les aider à exprimer leurs émotions et pensées. De plus, poser des questions ouvertes peut encourager la réflexion et favoriser une communication constructive. En utilisant des outils tels que des techniques de gestion du temps ou des activités de groupe, vous pouvez maintenir l'attention des élèves et encourager leur participation active tout en maintenant un environnement professionnel et respectueux.

Active listening is key! Try to develop a rapport with the student so you can lean into the discomfort to have a productive conversation. Take notes, be supportive, use “I statements” and follow up with resources and encouragement

Choose! On Block, They are significate opositions. Ok. This opositions form claps questions on Block shore? My favorite Fire is? I. The questioner. On float..

I wholeheartedly agree that It proved highly beneficial to receive feedback that was both specific and actionable, particularly when a teacher described how engaging the homework could be not only for the career but also for the unique way to learn new things and ideas to broaden knowledge and get good marks. Furthermore, when a teacher shares their experience and how it aided them in their own studies, it places students in a similar position and enables us to consider potential growth and work on it.

Providing positive and constructive feedback can be one of the most efficient ways to motivate individuals, reinforce good behaviors, and create positive relationships. Good feedback must be specific, genuine, and timely. Also, good feedback must encourage repetition, hence, followup can be helpful.

The Sandwich method is an effective way of sharing feedback with difficult students. When you start with the strengths and the positives, the student is in an open and receptive frame of mind. Feedback has to be an ongoing process, at regular intervals. Specific and timely feedback is very crucial as it will help the students to avoid major errors and help them from repeating the same at a later important stage in the learning process, which may prove to be detrimental to the final outcome.

Every student by the time he or she reaches higher education is aware of individual weakness . Most of the time lack of awareness about their strengths is the real reason gor them to be termed as difficult students. Best is to put positive perspective about what is being taught or undertaken as project so that interest persists. Other way round to to support with a complimentary work togetherness with other classmates. Repeated tutoring without making them feel low is the key challenge in the whole process for the mentor.

If an advising session reaches a point in which there is no progress being made, whether a student is refusing to follow P&P or take required classes or trying to find workarounds to policies, it is absolutely acceptable to point out that the meeting is no longer productive and to end the meeting. “This meeting is no longer productive. Let’s end here and schedule a meeting in 2 weeks for when you’ve had more time to review the information I’ve provided to you about what is required for your degree/major/minor/that elective you want to take.” This is a professional out for both you and the student so that emotions don’t run higher. It gives students time to reflect on the information and you time to consult a peer or supervisor.

Recognizing the perspectives and insights of students is a crucial component. When I see my teachers attentively listening to me in class without making me feel foolish and insignificant, this encourages me that I am valued and respected without being judged. I remember a situation in which a teacher was extremely rude to me in class, causing me to feel incompetent in front of my peers. As a result, I was hesitant to attend his lectures or participate in class discussions. As a result, I was forced to endure a great deal of mental stress, which ultimately led to my having to confront mental health issues. It is crucial for teachers to assist students in developing a sense of self-worth by instilling in them a sense of insignificance.

It's important to remember that emotional behavior is in response to feeling. Both traditional and non-traditional students are facing challenges that may have little to do with academics (on the surface) but are impacting their success. If we can help them relate their emotion to what is causing the emotion, we can help them mange their emotion.

Be aware that you have to manage your own emotions before you can help the student. Many difficult students can be volatile. It's not personal, they are just handling themselves the best they know how. And people around them can become collateral damage. Keep a calm demeanor. Speak with authority but with empathy. You don't know what situation they are dealing with, and what you say can stregthen or destabilize your relationship.

Effectively managing students' emotions during advising involves active listening, empathy, and validation of their feelings. It's essential to create a supportive environment where students can express their concerns without judgment. After acknowledging their emotions, collaboratively seek solutions to address the underlying issues, ensuring they feel heard and supported. Provide information about available resources and maintain confidentiality. Follow-up is crucial to track their well-being, and professional development can enhance your ability to manage emotions in an advising context, fostering a more empathetic and supportive environment for students.

A mi me ha resultado útil dar la oportunidad al estudiante que exprese lo que siente, que se desahogue es decir que haga berrinche, que grite, que llore si así lo desea y luego juntos buscamos soluciones a su situación problema o a lo que en ese momento le preocupa.

The fact that the teachers follow up with me gives me the impression that they care about me, and I find that I give more effort to his course. This also assisted me in communicating with the teacher about the areas in which I am experiencing difficulty and the means by which I can overcome them without fear of being judged. This also contributed to the improvement of the student-teacher relationship.

Co-create the agenda Students may seem challenging, unco-operative etc., but the reality for them could be that they want to talk about different things than you do, or they may not want to discuss the subject in the direction you are taking. Work with the student to co-create the agenda, either at the start of the meeting, or even better, in advance. If you can let the student set the entire agenda, even better! The advising is for the student, so let them decide what they want to focus on, and then rapport, open questions, feedback and all the other strategies will support the student because they are going in the direction they wanted.

It all depends on the context you are working with the student in. If they have been referred for specific reasons to a session it is important to quickly establish their motivations for attending and what they want to gain from the session. If it is a routine supervisory type session that is compulsory that might also lead to different ways of handling the situation. More generally important considerations and things to remember are: - this is their award, not yours so it’s not personally about you - are they falling out of love with studies, if so are there any indications why? - what is critical in the situation for them to be able to progress, can you support breaking down the task to avoid overwhelm

Map out the session (include their goals) and stay focused. When you set that agenda, it’s the plan that you will both work to get through for an effective meeting. Maintain objectivity, and rein in any statements about policies, previous advisement, professors etc, to “here’s where we are and what comes next”.

Use your resources as an advisor. As I was an advisor for 10 years, know that you have other professionals and resources that are available to you to help students who you may be having difficulty in serving. A kind pass-off somewhere or to someone else can really ease the stress that may be there and could be a huge help in helping everyone involved in the end.

Give students examples that inspire them and help them 'see' how to proceed. Use these prior examples - and your own stories around how these prior students overcame hurdles and eventually succeeded - especially to help them chunk big, nebulous goals into manageable weekly tasks. These 'weekly sprints' create a momentum that students can see - and once they see the 'train is running,' it's much easier to keep moving to the finish line.

“They would if they could” is a much more accurate description of struggling students than “if they wanted to, they would.” If a student seems difficult and is struggling, they are missing a resource, some type of support, or experience required to be successful. If a student is not being successful, listen, and support them in finding what that gap might be. Beyond reframing how we see students, we need to help students be kind to themselves and remember that everyday, they get to try again.

Listen, de-escalate; listen, de-escalate; listen de-escalate. Oh, and listen some more. First year, second language speaker missed home, and we had a very difficult session. It was eventually decided that she would go back home...

In my experience active listening, empathy and establishing trust should be used effectively to deal with difficult students. One should listen attentively to their concerns and problems and at the same time be understanding towards their challenges. By being nonjudgmental and supportive one can build trust with such students.

There may be "difficulties" in advising (say, due to faulty advising system design); it is important to resist the temptation to judge the students as "difficult". As I affix bandages to cover the wounds, my approach will be to understand why 'a certain class of difficulty' appears in advising and then eliminate the root causes. Say, I notice many students struggle with a core class. Instead of deeming the students as "difficult," the I may investigate and find that outdated course materials contribute to the problem. I could then collaborate with faculty to update the content, leading to improved student performance.

not to be overly critical, but the academic advising process should be student-centered. The academic advisor should not be caught up on driving the train in terms of the agenda. I think the academic advisor should not try to necessarily drive the agenda at all, or at least very rarely. So this predicament should not even really be a serious issue.