Module II –
Challenging Situations
RiderCoach PDW
1
Allotted Time – 60 Minutes
Materials Required
4 Post-It easel pads
4 Easels
Assorted marking pens
Participant worksheets for Module II
Workshop Setup
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If using Module II’s Powerpoint file, Slide #1 should be
displayed on the screen prior to the start of the session as
participants enter the room
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Room should be arranged with 5 or 6 round tables – for 8
to 10 participants per table to facilitate small group
discussions
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“Welcome Participants” greeting on white board or poster
Objectives:
1. Identify potential problems in a classroom
2. Describe common characteristics of problem participants in a class
3. Explain guidelines for handling problem participants in a class
Opening Remarks
2 Minutes
Introduce and validate self
Introduce topic
Set ground rules
Announce length of time for this session
Activity One: Discuss Module objectives and workshop rationale.
5 minutes
Introduce the module objectives and briefly discuss the format for this
module.
- Identify potential problems in a classroom
- Describe common characteristics of problem
participants in a classroom
- Explain guidelines for handling problem participants in
a classroom
Slide 2
Slide 1
Module II –
Challenging Situations
RiderCoach PDW
2
Instructor note:
Show Powerpoint Slide #2 – Objectives
Selectively reveal each objective and have a participant read aloud each objective as they are
revealed. As an option, you can read the objectives to the class, but this doesn’t foster
participant participation.
Activity Two: Recognizing potential problems in the class.
12 Minutes
Step One
Explain that this activity will focus on potential problems in a classroom. The presenter will
facilitate a four-group discussion on:
“What are potential problems that you might encounter in classroom situations?”
Establish the point that:
“We all have or will encounter problems in the classroom.”
Instructor note:
Each group should appoint a facilitator and a recorder, one of whom will also
report out at the end of each activity
.
Step Two
Ask each group to record on a Post-It easel
pad as many potential problems as they can
identify in 4 minutes.
Step Three:
5 minutes
Allow the groups ample time to assemble their
responses. Leave their posters up throughout
the remainder of the module.
Step Four:
5 minutes
Individual group reporting. (Hint: Get the
participants started if they seem to be having
trouble.)
Step Five:
Identify responses included in the master list
at the right that are not identified in Activity 1.
Suggested Presenter Question(s): Do you
understand potential problems that can
occur in class? Have you ever witnessed
any of these?
On a whiteboard or Post-It pad the following
question:
“What are potential problems that can occur in
a classroom?”
Elicit a comprehensive list of answers to include:
1. Family members in same class.
Experienced member is interfering with
coaching.
2. Family members watching from the side of
the range.
3. Argumentative student being counseled
out.
4. Purposefully ignoring coaching.
5. Always late
6. Inattentive to demos, coaching
7. Forced to attend the class (court, family
pressure)
8. The chatterbox
9. The quiet person
10. The know-it-all
11. The VIP
12. The complainer / bellyacher
13. The apple polisher
Module II –
Challenging Situations
RiderCoach PDW
3
Activity 3: Describing common characteristics of problem participants in the classroom.
15 minutes
Step One:
5 minutes
Explain to participants that this activity will focus on common characteristics of problem
participants. The presenter will facilitate four group discussions on:
“What are common characteristics of problem participants?”
Establish the point that:
“We all have or will encounter common characteristics of problem participants.”
Step Two:
Ask each group to list on a Post-It easel pad as many common characteristics of problem
participants as they can identify in 3 minutes. Again, leave the posters up throughout this
module.
Step Three:
Allow each group ample time to assemble their
responses.
Step Four:
5 minutes
Individual group reporting. (Hint: Get the
participants started if they seem to be having
trouble.)
Step 5:
5 minutes
Identify responses included in the master list at
the right that are not identified in Activity 2.
Suggested Presenter Question(s): Do you
recognize any of these characteristics based
on your own experiences?
Activity 4: Explaining guidelines for handling problem participants in the classroom.
15 minutes
Step One:
5 minutes
Explain to participants that this activity will focus on guidelines to handle disruptions in the
classroom. The presenter will facilitate four group discussions on:
“What are some guidelines to address disruptions in the classroom?”
On a whiteboard or Post-It pad the following
question:
“What are common characteristics of problem
participants?”
Elicit a comprehensive list of answers to include:
1. Participant resents the RiderCoach’s
position of authority & control
2. Participant feels superior or more
knowledgeable than RiderCoach
3. Participant is bored
4. Participant is too familiar with
RiderCoach
5. Participant has nervous energy
6. Participant craves attention and will
wrestle it from th RiderCoach if possible
7. Participant lacks manners
Module II –
Challenging Situations
RiderCoach PDW
4
Establish the point that:
“We all need to have guidelines to address disruptions in the classroom.”
Step Two:
Ask each group to list on a Post-It easel pad as many potential guidelines as they can identify in
3 minutes.
Step Three:
5 minutes
Allow the groups ample time to assemble their
responses.
Step Four:
5 minutes
Individual group reporting. (Hint: Get the
participants started if they seem to be having
trouble.)
Step Five:
Identify responses on the master list at right not identified in Activity 3. Leave the posters up
throughout the remainder of this module.
Suggested Presenter Question(s): Do you now feel better prepared to deal with class
disruptions should they occur?
Activity 5: Summary
5 Minutes
Show PPT Slide #3
Highlight and revisit the learning objectives for this module.
State that:
“We have looked at ways to establish a positive learning
environment despite problems or disruptions that may
occur. We discussed characteristics of these problems or
disruptions, and we participated in an activity to select
strategies to address these disruptions.”
Ask participants to complete the evaluation sheets for this session and thank them for their
time.
On a whiteboard or Post-It pad the following
question:
What are the guidelines to address disruptions?
1. Elicit a comprehensive list of answers to
include:
2. Eliminate the behavior early
3. Maintain the participant’s self-esteem. Get
them on-board.
4. Maintain the RiderCoach’s dignity by
controlling temper & emotions.
5. Avoid any further disruptions to learning.
