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ERIC Number: EJ852883
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1056-0300
How "Difficult Students" Shaped a Teacher's Practice
Roe, Christopher J.
Social Studies and the Young Learner, v22 n1 p12-14 Sep-Oct 2009
Every teacher has had at least one student who has given him or her pause to wonder why he or she became a teacher. These students challenge the way teachers teach, question the content of the teachers' instruction, and stretch the teachers' abilities to maintain self-control in front of classes. In the face of these challenges, teachers continue to hone their skills in classroom management until they have reached a degree of success, or at least an accord. These students make them better teachers. They make teachers realize why they became teachers in the first place: to make a difference in the lives of children. The secret for the author was finding the right connection. All students bring much to the classroom in terms of rich cultural background and personal experiences that have formed their views of the world. At times, a student's family background and personal experiences can be used to enhance a classroom activity or discussion. But some students, at the beginning of the year, appear to want to detract from the learning environment by their sullen disapproval; the author calls these students, "the grumps." Others actively try to derail the instructional program altogether; the author calls these students, "the derailers." These more difficult students are the focus of this article, for they have made a difference in the author's career, a "positive" difference. In this article, the author describes how he grappled with the challenge head on. (Contains 1 note.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800: Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A