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Some loudmouthed students who dominate the class may be unaware they are doing so. Start by suggesting that you would like to hear from other students as well, but invite the loudmouth to talk with you after class, if he or she wants to discuss something in more detail. Many times this is the only remedy you will have to take, although you may have to apply it a few times during the quarter. Some students in the College just like to talk and will occasionally get carried away.
If this gentle remedy does not work, you may have a more difficult problem on your hands. The first thing to do in this case is to remain calm, or the situation may escalate to disrupt the whole class or the whole course. The second thing is to get the student out of the public setting of the classroom, where the other students provide a forum. Never debate your pedagogical decisions such as grades or objectives for the course in the open forum of the classroom. Offer students an opportunity to air their grievances in private. Let them air all grievances, repeat the main points to make sure you understand them, and show a genuine willingness to compromise when possible. Express your regret when you cannot compromise, but indicate that the student has been heard.
Students in the College are all very bright and capable. Over ninety percent the entering students will have graduated in the top ten percent of their high school classes. Nevertheless, many of them will experience a number of different kinds of pressure that may easily prevent them from achieving in your class. One common problem for many first-year students is that, because they were generally among the top students in their high school classes, they expect to be equally successful in the College. Obviously, if the College population as a whole is composed of people from the top of their respective high schools, it is less likely that any one individual will rise quite as easily to the top of the total class here.
Simply put, many new students feel threatened and defensive when they get their first set of grades. Oftentimes they react as if the grades they receive are indicative of their attributes as a human being, not a measure of how closely what they produced met the grader's expectations. You are immensely useful to your students when you help them to interpret these and similar situations in a more reasoned manner. Perhaps you had a similar experience or had friends who did. In many cases just talking candidly with students about their expectations for their own performance and about things they might want to try to improve will be enough. In other cases, some students may be struggling academically, and you may not have the time or the expertise to help them. The College provides a number of resources, starting with the College adviser, for undergraduates who are experiencing academic difficulties. Encourage your students to take advantage of these services.
Many beginning teachers also wonder just how much they should try to help when a student comes to them with personal or emotional problems. Probably the best alternative, if you are comfortable with it, is to listen to what the student has to say and ask a few questions that might help clarify the issues in much the same way you would for a friend. Many times all that students really need is a friendly and more experienced ear. If you are comfortable providing it, fine. Do not feel, however, that you need to provide ongoing counseling for your students. It is probably best that you do not.
In general, when students come to you with problems either academic or personal, try to listen carefully and give the best advice you can. However, be clear about what your limitations are as you offer that advice. If you feel that you are over your head in a particular situation, there are two alternatives open to you. First, you can suggest that a student seek more expert advice elsewhere. Although some students resist seeking professional help, when you describe why and how they might benefit from additional help, they are more likely to follow through on your suggestion. If at all possible, refer them to an individual person rather than to a particular agency.