Most of us who have spent our adult lives teaching children are baffled when we teach adults. Not only do we have to figure out how to teach without crayons and flannel boards, but we realize the discipline methods we have developed over the years no longer work. We can't present adult learners with a cute rule chart or send them to their parents. So what do you do when two students gossip in the back of the room, a parent lets her toddler play with your teaching supplies or a student insists on arguing?
While children might be accustomed to being scolded by the teacher, adults are not. Speaking harshly to an adult, or embarrassing her, may cause her to stop attending the class or even cause her to become inactive. It's important to try to handle challenging adults with tact.
Most side conversations occur in the back of the room. If this is a regular problem, the presidency may want to consider placing an aisle down the center of the seats. Then teachers who see talking can stroll down the aisle as they lecture. They needn't look at the guilty parties or speak to them; most stop talking as the teacher arrives at that part of the room. Another option is to call on the person sitting next to the talkers. As attention is drawn to that part of the room, adults generally stop as well. Because you didn't call on them, you can't be accused of embarrassing them. Another option is to use one talker's name without calling on them. "I remember a time when Brother Williams was teaching my son's class and. . . . ." Naturally the person will want to hear what you are saying about him-and of course you will be saying something nice-so he will stop talking.
Another problem encountered in adult classes is the issue of babies who are too young for the nursery or who are simply not taken to the nursery. Naturally, there must be a certain amount of tolerance for the babies, who will want to move around and make noise. However, if a child wanders to the front of the room and begins taking your teaching supplies from your table or getting in the way, you must handle the child if the parent does not. Cheerfully pick the child up and continue lecturing as you return it to the parent. If the problem persists, you may have to ask the parent to keep her child at the back of the room, explaining that you don't want her to get hurt by the materials you have in the front or by stepping on her. (Some teachers do this by talking to the child, as if it understood, telling the child you don't want him to get stepped on.) You might also ask the presidency in advance to remove the child if this is a reoccurring problem. If there are a large number of distracting babies, the presidency should work out a solution-perhaps a small basket of quiet and safe toys at the back of the room.
The third common discipline problem is that of the student who wants to argue with you or others or who is generally disruptive in the way he treats others. Exercise love and caution in coping with these students. It is important to try to understand why this person is behaving in this way. Is he a non-member? Is his testimony weak? Is he insecure and hoping to attract attention? Is he simply intellectual and enjoys a good debate? If the person is a non-member, recently reactivated or wavering in his activity, be especially gentle so you don't frighten him away. Tell him you appreciate his comments or questions, and if he would like to know more on the subject you would be happy to go with him to the building library to see if you can find books or magazines that will answer his questions. Then firmly move on to the next point.
Distraction can be another tool for coping with these members. Startle them out of their argument by asking a pertinent question that you feel can be answered more reverently. If the person is an active member, ask him how he would explain this issue to a non-member if he were asked about it. Consider asking him to look up a scripture, or to help you by writing something on the board. Call him during the week and ask him to research something and take three minutes to report back. You might also ask him if he would, each week, look for a less active person in the class to sit by and help out. Suggest he model proper behavior for this person and help to be sure he sees the class as positive and uplifting.
If this is a consistent problem, find something to keep this person busy each week so he feels important. Also counsel with your leaders for advice, and find someone who knows him well to tell you more about the person and how to work with him.
Finally, try to imagine the Savior teaching the class and act as you think he would act.
Stop Struggling, Start Teaching
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