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Disruptive Students Chatboard

Power of Peers

by HootOwl

Jun 4, 2011

As a middle school teacher, I've found classroom meetings to be very productive. The students are in charge of the meeting, and they have been taught how to express concerns about another students' behavior in a respectful and a problem solving manner. Many times the disruptive student is surprised to hear that his/her behavior was bothering his/he...See More

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mrsd That would work when there are only one or two disruptive students. Or it would work if the other students in the class weren't buying into the disruptions. But, what do you do when 1/3 of the class are there because parents have requested that they NOT be in classes with their children. That's the situation I was in two years ago. 27 students in t...See More

Jun 4, 2011

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Jace's Mom On 6/04/11, HootOwl wrote: > As a middle school teacher, I've found classroom meetings > to be very productive. The students are in charge of the > meeting, and they have been taught how to express concerns > about another students' behavior in a respectful and a > problem solving manner. Many times the disruptive student > is sur...See More

Jun 4, 2011

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three buddies in 1 ESL class this year

by MaryB

Jun 4, 2011

This year started out with one class I dreaded most days. These two girls and one boy were buddies in ele. school and now were in MS sixth grade. From the moment they showed up, they were very disruptive. Most of the days, it was the three dominating over the class of well-behaved, quiet students. One girl was very loud, tried to dominate the conve...See More

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stumped I don't have any answers. I am here looking for answers, but I do understand working with students who are almost adults who are very immature and needy, and who have anger and other emotional issues. Parents are exasperated, exhausted, guilty, mentally ill, etc. Admin can only help temporarily by giving teachers R&R by suspending them or putti...See MoreI don't have any answers. I am here looking for answers, but I do understand working with students who are almost adults who are very immature and needy, and who have anger and other emotional issues. Parents are exasperated, exhausted, guilty, mentally ill, etc. Admin can only help temporarily by giving teachers R&R by suspending them or putting them in ISS. I need real life advice.

On 6/04/11, MaryB wrote: > This year started out with one class I dreaded most days. > These two girls and one boy were buddies in ele. school and > now were in MS sixth grade. From the moment they showed > up, they were very disruptive. Most of the days, it was > the three dominating over the class of well-behaved, quiet > students. One girl was very loud, tried to dominate the > conversation. The other girl was very low SpEd, refused to > do most work, tapped her pencil all of the time, a thorn in > my side. The boy was 6' tall, tried to be funny, most of > the students did a good job at ignoring him- until I'd have > to address his behavior. > When the SpEd girl went to MX for three weeks, the other > two settled down a little, but then the boy got in trouble > in the hallways (bullying) and he was absent a few days > when he was in ISS or absent. The third girl was able to > try to control her loudness and behavior if I mentioned > getting ahold of her homeroom teacher. Things quieted down > for awhile and when the SpEd girl returned from MX, > miraculously she had a change of heart. She tried her > best, was concerned about her grade, would do do-over work > after I'd individually work with her a little. > We had a class meeting one day after the boy had actually > hurt someone in the hallway and had OSS. We arranged the > seating chart to help him when he would be returning and I > told them we had to help him out since he was in trouble. > Soon after, two days before the end of the year, he was > kicked out of school due to slugging another boy in the > hallway. The last two days were pretty quiet with him gone. > I have requested that the two (boy and loud girl)be > separated next year and hopefully the registrar remembers > to send one or both to the other ESL teacher's class. The > SpEd girl was held back in this level 3 class, but the > other two will proceed to level 4 and both of us teachers > teach a level 4 class.

Jun 4, 2011

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Disruptive Students

by Teresa

Jun 4, 2011

I teach seventh grade and I had a student this previous year that spent more time in out of school suspension and in-school suspension then he did in the classroom. He constantly blurted out, cursed, refused to do work, would get in fights on a regular basis, and frankly didn't care. He has been in and out of the STAR program (boot camp) which is a...See More

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judy5ca Good question, Montana. I'm okay with the "Your child can really use his talents as a leader" part, but I shy away from the "or else" part. Suggestions? Judy

On 6/04/11, Montana K-1-2 wrote: > It is sad but true that we as teachers can tell when a child is > headed down the wrong road. What is the best approach to telling > parent...See More

Jun 4, 2011

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Katie This was my first year teaching a self-contained 8th grade special ed. class. I've had several of those this year. I pushed that one girl, in particular, be placed in a BOCES program, as we couldn't manage her in the class. Luckily this girl responded well to the structure and no-nonsense of the school. Are there any more restrictive settings that ...See More

Jun 4, 2011

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Visual Cues / BRTI - Have you used them?

by azkteacher2

Jun 4, 2011

Hi all --

One of the first things that is consistently suggested as an intervention while collecting data is using visual cues. (or photos of the child doing the indicated model behavior - Clip art takes up less drive space) Rather than make a pest of myself & ask the teachers that have access to Boardmaker, I hunted the internet to f...See More

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Disruptive students

by Elaine Higden

Jun 4, 2011

The most annoying disruptive students are those who beg for a better grade throughout a class period in which they could be working for the better grade. Yikes--the irony!

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Disruptive students

by Marlene

Jun 4, 2011

Wow! Great discussion.. I love the reminder that we must follow through with our plan all the way to the end of the year. I have been struggling with a rather disruptive class all year long and I think that the follow through may be the reason some of them continue to be disruptive and just plain rude. My principal has informed me that they are jus...See More

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Handraising Disruption

by Leanne/2nd/CA

Jun 4, 2011

What do I do about those kids whose hands are raised before I even open my mouth to give directions? One book I read (Reading for Meaning? Daily 5? can't remember which one) says to tell them that you will take questions later, because if their hands are up then they aren't listening to the directions. Well, this doesn't work. I've used it for thre...See More

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Wondering On 6/04/11, j.e. wrote: Do they do this just to get attention?

Jun 4, 2011

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Joyce Nation I have ran into this problem myself and I found that asking what they need sometimes keeps them from raising their hand to early. However I have not come up with a sure way to stop it and look forward to reading what others have to say On 6/04/11, Leanne/2nd/CA wrote: > What do I do about those kids whose hands are raised before > I even open...See More

Jun 9, 2011

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Rick Morris's great technique to minimize disruptions

by Teachers.Net Gazette

Jun 4, 2011

He calls it "Post Me" and it's a simple but effective technique: how to triage other students' needs so you can work - uninterrupted - with small groups. Excerpt:

When I’m working with a small group of students at the reading table, I don’t like to be interrupted by other students. Nonetheless, there will be three or four of them who f...See More

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Jonell Gorton This is a highly effective strategy! My entire classroom management system is set up using Rick Morris. Love it!

Jun 15, 2011

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Lori Lukasezck On 6/15/11, Jonell Gorton wrote: > This is a highly effective strategy! My entire classroom management > system is set up using Rick Morris. Love it!

After reading about his technique, I am excited to try it. What a great way for students to have the ability to voice their concerns/issues without interrupting you and still get "what ...See More

Jun 16, 2011

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How to handle the Disruptor before he even begins?

by Kelly Z

Jun 4, 2011

I can usually spot them. They give little clues away on the very first day. Rules and guidelines and consequences mean nothing to them. They thrive on creating chaos. How to stop them before they start? Ideas will be greatly appreciated and I will pass them on to my colleagues.

Btw, I teach MS (7th and 8th graders)

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Lynde I'm with you. I too teach middle-school. Typically, it's the boys more often than the girls. One thing I've tried that seems to help a little bit is to stand near them even on the first day. A "nail" them right off the bat. I gently put my finger to my lips to acknowledge that I'm well aware that they are beginning to talk during Teacher Directions...See More

Jun 12, 2011

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VET Sounds like a good idea, Lynde.

I hope your next school year is even better.

On 6/12/11, Lynde wrote: > I'm with you. I too teach middle-school. Typically, it's the > boys more often than the girls. One thing I've tried that > seems to help a little bit is to stand near them even on the > first day. A "nail" them right...See More

Jun 12, 2011

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Argumentative Students

by Ariel

Jun 4, 2011

I have two students in my class who argue with me and with staff. One of them argues when not given permission to do things his way or when he wants to do them, and is extremely rude most of the time. The other argues when his work is corrected or he is told to do something else other than what he thinks he should be doing. Both of them will cry si...See More

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Ariel Thank you for the detailed comments and suggestions, Kathy.

The point made about students using the first two strikes as 'freebies' was a good one, too.

Re: Joyce's comment- I see what you mean about good answers to students satisfying whatever need prompted the argumentative circumstance. Here is a specific example of one such r...See More

Jun 9, 2011

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Sara On 6/04/11, Ariel wrote:

It always helps to know the students' age - it's a different matter when an 6 year old argues and a 16 year old and has to be handled differently.

That said I have encountered some few students - who are usually Asperger's - who cannot correct their behavior. No matter what is done, they return to it. The...See MoreOn 6/04/11, Ariel wrote:

It always helps to know the students' age - it's a different matter when an 6 year old argues and a 16 year old and has to be handled differently.

That said I have encountered some few students - who are usually Asperger's - who cannot correct their behavior. No matter what is done, they return to it. Their behavior is hard- wired within them but as I said, these students are most often coming from some traumatic situation as the recent death of a mother or they have significant cognitive impairment such as Asperger's. Nevertheless, all we can do is try and hope it makes a difference. Not just for our sake but for the student's sake as well because life is much better lived when you don't go through it throwing things and screaming.

Have you pointed out to both these students that they mostly argue with you? Have you asked "Why is it you always choose to argue? This is a small matter yet you're arguing and indeed, John, you've spent the year arguing. Why? Does this work for you? Because I have to tell you, John, I like you but I am worn out from the constant argument. I make reasonable requests, all other students accept the instruction as reasonable but you consistently choose to engage in heated argumentn with me. I really need to know why and you really need to think about why you do this."

Dialogue works best for me, getting to the bottom of it, encouraging, even insisting, that the student be reflective about their behavior and the motivations for it.

Then too be very up front when you are corrected in class - when you are wrong - and we all are - say that to the class and model it for everybody. "I'm wrong - I thought art was next but it's not. Everybody is wrong sometime and this is my time to be wrong. Now, wonderful students, how am I handling that? Am I upset? Or am I grateful that someone pointed out my mistake? Do I argue with Natalie that she's wrong and art must be next? Or do I say, thank you Natalie!"

Model the behavior you expect from them and be overt, open and up front with them that you are indeed modeling the behavior that we all should display.

And I'll ask open questions - "John, after you scream, are you happy that you screamed and threw something? Nothing changed as a result of that except that you made other students and me unhappy. Does it make you happy to make others unhappy? I'd like you to think about that and we'll talk again but in my experience, a good person like you John is never made happy by making others unhappy."

Good luck.

> > > My concern is with how disruptive the rude remarks and > arguing can be- both students continue to complain and deny > that they can be heard and are disrupting the class. Even > after calming down, they will not admit to having disrupted > the class. It hasn't worked to get them to be aware of how > disruptive they are, they deny it and seem convinced they > can't be heard by others when they complain. They are also > quick to point out everyone else's mistakes. Both of them > have such pride that they hate to be wrong- I *never* shame > them although they seem to take it that way- but a simple > correction or redirection seems to set them off and the > disruption affects the whole class. > > Any suggestions?

Jun 10, 2011

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