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I have a student, male 3rd grade, who will often quietly refuse to do what is asked (regarding behavior not work) then when reminded or finally given a consequence, like calmly being told to pull a ticket, he gets angry and will try to argue if I let him. He then turns off and tries to refuse to do anything that is asked of him. As long as things a...See MoreI have a student, male 3rd grade, who will often quietly refuse to do what is asked (regarding behavior not work) then when reminded or finally given a consequence, like calmly being told to pull a ticket, he gets angry and will try to argue if I let him. He then turns off and tries to refuse to do anything that is asked of him. As long as things are going his way he is fine and we get along fine. As soon as I require something of him he doesn't want to do his whole attitude changes, and if possible he will try to walk away from me instead of talk with me. When like this he refuses to talk or answer questions. I have been told by grandparents he has an anger management issue. I have seen that, but I have also seen simple defiance to authority prior to any anger. As I said, if he doesn't want to do it he tries his best to refuse. I can usually get through most of the day before getting a bit frustrated, but it is difficult. Any ideas? He, by the way is an intelligent young man who could excel if he paid more attention. Pat
by 3rd grade teacher
Sep 24, 2010
I must preface this by saying I have a FANTASTIC group of kids this year. I work in a low income/high poverty minority neighborhood. Title 1 school, in a district with a LOT of major funding issues. We all have 30 + kids in our classrooms, and our budgets have been cut so badly, we don't even have paper to run copies on for all of our students. So ...See MoreI must preface this by saying I have a FANTASTIC group of kids this year. I work in a low income/high poverty minority neighborhood. Title 1 school, in a district with a LOT of major funding issues. We all have 30 + kids in our classrooms, and our budgets have been cut so badly, we don't even have paper to run copies on for all of our students. So I knew this was going to be a tough year, and I honestly can say I'm thrilled with the group I have. I use Marvin Marshall's "Discipline Without Stress" system in my classroom, and many - almost all - of my kids have bought in totally with trying to be "Level D" students all the time. They are delightful. But I do have 4 students who are NOT doing what they need to do. I am getting frustrated with them - but more importantly, my students are frustrated with them (and I love that - instead of joining in, they sit there silently and wait for the offenders to stop, often telling them "STOP IT" and giving them nasty looks or hand signals. - I love it!)
Student A - a child with a lot of emotional needs. I have this kid mostly figured out, and spoke with her about trying to get positive attention rather than negative attention. She seems to be doing it, so far, so I have hope there. She is, for the most part, following the system, but just has some issue with other kids. Certainly not a major concern.
Student B - this kid can't sit still. He is all over the place no matter how much I steer him towards his seat (I use a lot of proximity management and move constantly - it feels, though, like I am chasing him.) If ever I have seen a kid who needs meds for ADHD, this is one of them. Reads at a 1st grade level, failed his first math test of the year, and is called out by EVERY teacher who works with him for the same things (unsafe behavior, disruptive behavior, out of control (active) behavior.) He's a fairly nice kid, just has NO impulse control. I have phoned, emailed and written home with no response. Without meds, I don't see a lot of hope, because, unfortunately, he really can't control himself.
Student C - here's the one I'm asking about. Defiant little snot. He loves to be the center of his peers attention, and could care less if he is in trouble or not. He makes loud noises, shouts out in class (usually not about anything we are learning about -- just random stuff to get a rise out of kids - fortunately, most of my kids ignore him), he is out of his seat, dawdles over everything, and will outright defy me if given the chance. I am on him like "flies on poop" ;) so he hasn't had much chance to be truly defiant, and I will stand there giving him 'the look' and wait for him all day, so he does what he is told, but it takes a lot of energy to get him to do it. If anyone has ideas for a behavior plan I can implement with this kid, I would SO appreciate it. His parents get very angry when they are told about this kid's behavior - on the one hand, mom admits he is "a handful," but on the other hand, she has no interest in hearing about it from his teacher, and dad is just crazy. Seriously. I've been informed that if you say anything to the parents about this kid, dad will call and call you every swear word in the book and threaten your life, too. Fun.
Studend D - alone, this kid is not so bad. Unfortunately, he is the hanger-on to student C. He has given student C a lot of power, because he has an audience. The rest of my kids don't play into it, but this one does. He can be defiant too, but it is worse when we is near this other kid. They gravitate to one another, and I am constantly having to move them away from each other (even though I already have them seated in opposite corners of the room). They will shout out across the room at each other, one will make an inappropriate comment and the other will laugh. Alone, this kid is really nice, but with the other one, he is a serious issue. How do I get him to my side, make it 'worth his while' to be on my side and turn against the trouble maker. It would take away the trouble maker's power, if he lost his biggest fan.Calls to parents don't work - they aren't interested. Any suggestions?
Thanks, all. I hope your school years are starting off well!
by Daniel Hanson
Sep 25, 2010
As we know, some students/pairs finish an oral activity faster than other groups. What do you instruct those groups who finish early to do?
Many thanks in advance, Daniel Hanson Public High School Spanish Teacher Atwater, California, USA
I teach 6th grade and I need to develop a behavior plan with/for one of my students who is diagnosed with ADHD but unmedicated. Much more troubling than the ADHD is that the student is oppositional and defiant, with a long history of disrupting classes, suspensions, etc. The parent has chosen not to medicate the child. She has grudgingly given, par...See MoreI teach 6th grade and I need to develop a behavior plan with/for one of my students who is diagnosed with ADHD but unmedicated. Much more troubling than the ADHD is that the student is oppositional and defiant, with a long history of disrupting classes, suspensions, etc. The parent has chosen not to medicate the child. She has grudgingly given, partial support for behavior plans in the past, and I've been told she considers them "stupid".
I have tenure, but am new to this K-8 school this year, as is the principal. I've been told that the past admin was reluctant to hold this child to the same standards that other students are expected to meet. I don't know the new admin well enough to predict whether the pattern is going to continue, but I am concerned. I've already had several occasions where I needed to have the student removed from the room because they were out of control, but when I called for assistance I was told there was no one available to come get them. A couple times the student walked out, once the teacher next door came in and took them out, and another time I just had to put up with it by giving everyone a reading assignment - teaching was impossible.
How can I develop and implement a behavior plan if the support to follow through with it isn't there? I'm reluctant to even try because I feel as though I'm being set up for failure - but at the same time the current situation is clearly not working. Should I attempt to go ahead, follow my admin's wishes, and write a plan with the student knowing that some of the consequences my admin has specified are not going to happen? Or should I tell my admin that I can't include removing the child from the class (whether proactively to help provide them a place to "cool down," or as a last resort when they are out of control) before I even try to make the plan? There are 30+ kids in this class, so there is no space in the room to provide a quiet area - the fact is that without more support I don't see how anything I do is going to work.
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