This has shifted. I still put up with students talking over me more than I should, but not as much as I did.
I did have a challenging person who wanted to be bored most of the time, lying on the floor, acting sleepy, feigning dumbness.
Here are my various reponses:
- 'Try this first, then decide.'
Open and encouraging, but still allows the option of choosing boredom.
- Say 'I want you to give it a go. I think you'll be good at this', place this in front of student and walk away.
This worked a few times, but had to be done in the morning.
- Work through task with student, usually after they'd said she didn't understand it.
Worked in that the job got done, but didn't in that I was monopolised, and I soon learned that she did get it, but that she was either lying about it or hadn't listened the first time.
- After three requests to get off the floor, or whatever avoidance strategy was being used, I'd say in a big stern voice "Sit up, get started and have a go! There no reason why you can't do this. I want to see (this much) by (when)."
This, strangly, worked best. Usually this student would happily work really well and nicely for the rest of the day after this. I still don't know that the go is there. Maybe she wanted to draw attention, get me 'upset', know that I cared enough to be upset for her, or know that I expected her to be on par with everyone else. She's a bright spark, nonethelesss.