1. ©2004 Community Faculty Development Center Challenging Teacher Learner

2. ©2004 Community Faculty Development Center Objectives By the end of the session you will be able to: 3Assess and address challenging learning situations using SOAP 3Identify major categories of learning problems 3Feel more comfortable and confident in challenging learning situations

3. ©2004 Community Faculty Development Center S ubjective O bjective A ssessment P lan

4. ©2004 Community Faculty Development Center 3What do others feel? What does the learner think? 3What objective data do you have? 3What does your instinct tell you? What is the ‘diagnosis’ 3What are you going to do next?

5. ©2004 Community Faculty Development Center What does the learner ‘say’? Has it happened before?What does the learner ‘say’? Has it happened before? What do others say?What do others say? Labels that others use aren’t particularly helpful – “uninterested” “arrogant” “obsequious” “just doesn’t get it” “passive”Labels that others use aren’t particularly helpful – “uninterested” “arrogant” “obsequious” “just doesn’t get it” “passive” SUBJECTIVE

6. ©2004 Community Faculty Development Center Start by identifying specific behaviorsStart by identifying specific behaviors “Comes late, leaves early” “Comes early, leaves late” “Avoids eye contact during case discussions” “Interrupts” “Provides incorrect answers to questions 75% of the time” Look for other sources of informationLook for other sources of information How have others evaluated his/her performance (specifics)? OBJECTIVE

7. ©2004 Community Faculty Development Center “Gut feelings” and “intuition” are helpful, but need to be tested – by yourself, or by others The diagnosis - - Consider the Possibilities “stuff” is happening (learner / you)“stuff” is happening (learner / you) expectations were not clearexpectations were not clear learner has a problemlearner has a problem don’t have enough informationdon’t have enough information ASSESSMENT

8. ©2004 Community Faculty Development Center RelationshipsRelationships TransitionsTransitions Are Expectations Clear? Has the learner been oriented?Has the learner been oriented? Have you checked them out?Have you checked them out? ‘Stuff’ that’s happening

9. ©2004 Community Faculty Development Center Emotional problemEmotional problem –e.g., depression, anxiety Attitudinal problemAttitudinal problem –e.g., unmotivated, intolerant, unprofessional Personality disorderPersonality disorder –e.g., obsessive-compulsive, dependent Learner has an Affective Problem

10. ©2004 Community Faculty Development Center Learner has a Cognitive Problem 3Information processing e.g., dyslexia, attention deficit 3Reasoning e.g., can’t recognize assumptions, difficulty synthesizing

11. ©2004 Community Faculty Development Center Time managementTime management Inflexible learning styleInflexible learning style Poor study skills / habitsPoor study skills / habits Learner has Difficulty Ordering the Environment

12. ©2004 Community Faculty Development Center Further historyFurther history ObservationObservation Consider consultation – for advice, more detailed testing / evaluationConsider consultation – for advice, more detailed testing / evaluation Take further steps to define the learner’s needs Develop an Educational Plan PLAN

13. ©2004 Community Faculty Development Center Encourage self-assessmentEncourage self-assessment Identify positive and negative aspectsIdentify positive and negative aspects Be specificBe specific Focus on observed behaviorsFocus on observed behaviors Be timelyBe timely Limit the amountLimit the amount End with an action planEnd with an action plan Rules for Effective Feedback

14. ©2004 Community Faculty Development Center How much confidentiality is a learner entitled to?How much confidentiality is a learner entitled to? When is a teacher entitled to more information about a learner who is having difficulties?When is a teacher entitled to more information about a learner who is having difficulties? Do we have a diagnostic or therapeutic relationship with learners?Do we have a diagnostic or therapeutic relationship with learners? Critical Issues to Consider

15. ©2004 Community Faculty Development Center S ubjective O bjective A ssessment P lan