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The Class Monopolizer

The document discusses the "Class Monopolizer" - a student who is very engaged in class discussions but may unintentionally dominate class time by constantly asking questions and answering before others get a chance. It recommends that teachers connect with all students to set clear expectations and boundaries, and remind students they are available outside of class. If that does not work, the teacher should schedule individual time with the monopolizing student to express appreciation for their passion while establishing new guidelines to ensure others can also participate.

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318 views1 page

The Class Monopolizer

The document discusses the "Class Monopolizer" - a student who is very engaged in class discussions but may unintentionally dominate class time by constantly asking questions and answering before others get a chance. It recommends that teachers connect with all students to set clear expectations and boundaries, and remind students they are available outside of class. If that does not work, the teacher should schedule individual time with the monopolizing student to express appreciation for their passion while establishing new guidelines to ensure others can also participate.

Uploaded by

api-413960279
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The Class Monopolizer

Who is the Class Monopolizer? This is the student who is very engaged and involved within
the content, usually so much so that he or she does not recognize throughout their passionate
engagement, they might actually be pulling away time from their classmates. The student asks
questions continuously, is always the first to answer, has multiple stories to share, and so on.
How do you deal with those students, without resulting in an impaired teacher/student
relationship or squashing their passion for the course?
Recommendations?
 Connect with students as a whole.
o Remind students about the expectations and boundaries of the course.
o Mention that you are willing to stay after class to address any concerns, answer
any questions or meet for any other reason.
o Remind your students about your virtual office hours. Make sure throughout your
communications with your students, whether it be a video announcement, email,
etc that you are always available for comments, questions or concerns. This way,
students may feel that they can reach out to you outside of the synchronous class
setting.
**See if the combination of these methods helps. Often, students will feel heard and know
there is that time to connect with you. **

 Scheduling Individual Time. If the above guidelines to do not work, come up with a
certain time to ask questions or develop new guidelines for your instruction.
o Again, if you continue to feel that the student is just not getting it-set up a time to
talk with the student.
o This discussion should occur, optimally in a Zoom room. That way the student is
able to see you and your nonverbal communication.
o Express to the student that you love their passion for the subject, but that you
might need to figure out some additional time to answer and respond to some of
the questions and comments.
o Allow for an open discussion to figure out what will work for the student, the
class, and your own schedule.
o If you desire, you can also record the discussion.
o When the meeting is finished, send a follow-up email to the student. In the email,
continue to thank the student for their passion and dedication to the course and
reinforce those new expectations.

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