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 silent angry tears when I stick to my approach with them and don't either give them permission to do what they want or agree that staff are wrong and they are right. I try to be firm yet calm even when they scream and throw things or sit there muttering angry things. Obviously, when things are thrown, they are taken out of the classroom- this is a class for emotionally disturbed, btw.

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 ...See More

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Kathy Gavin Here are some thoughts and ideas that may help reduce the noise and disruption that affect your classroom learning environment when these two students argue and make rude and negative remarks.

Avoid Calling Attention to Theses Students Avoid calling attention to theses students, while maintaining classroom standards that are important. <...See MoreHere are some thoughts and ideas that may help reduce the noise and disruption that affect your classroom learning environment when these two students argue and make rude and negative remarks.

Avoid Calling Attention to Theses Students Avoid calling attention to theses students, while maintaining classroom standards that are important.

Specific Rules and Procedures Specific, clearly stated rules posted in the classroom may help to reduce this behavior. Involve students in coming up with clear and positively-worded prodecures/class rules if you have not already done this.

Positive is More Effective than Negative. Positive is more effective than negative. It is not always easy, but any time that you can avoid initiating a conversation that gives these students an reason to respond negatively, is one less opportunity for this student to repeat this inappropriate behavior. Look for opportunities to call attention to specific positive behaviors and remarks that students make during class. Ignoring behaviors temporarily and talking with students away from others about concerns might be helpful. Take time to discuss, encourage, and notice specific positive actions and words that these students and all students make at appropriate times during class.

Three Strikes, Youâ€™re Out If the above suggestions are not enough, consider incorporating a â€œThree Strikes, Youâ€™re Outâ€ procedure in your class.

Talk with each student privately, explain the issues and concerns from your perspective, using specific examples. With student imput, come up with no more than three specific examples of disruptive behavior/rude remarks that you want to decrease/eliminate from the classroom environment. Come up with an age appropriate and mutually agreed on visual signal with each student that allows you to communicate non-verbally with the student when he has received a warning. Younger students respond well to three star cards on their desk. A star is removed without conversation when the student makes a negative remark. Once three stars are removed, the student is sent out of the classroom just as he is sent out when/if he throws an object. Post-it notes may be used with older students. Be sure to discuss the new procedure with your principal or the responsible adult who supports your students when they are sent out of the room. It may help to come up with a specific and reasonable time period in which you will use this procedure, in order to set students up for success. This simple procedure, used during difficult times periods of the day, can help your argumentive students to become aware of, and to make better choices while reducing inappropriate behaviors without disrupting others.

Jun 9, 2011

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Sharon Some excellent tips and suggestions here; however, it has been my experience with the "Three Strikes" that this routine allows a student to knowingly transgress twice with no penalty. I have had plenty of students who simply entertain themselves and peers with just the first two trangressions! Grrrr... Does anyone have experience with the PBS (Posi...See More

Jun 9, 2011

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Joyce Nation I woulde be leary to use the three strike rule everytime. I feel if as teachers we give the best answer to a students question you will get less arguements. I feel all students should know that their questions are welcomed, however there is no room for arguementive attitudes. On 6/09/11, Sharon wrote: >> Some excellent tips and suggestions he...See More

Jun 9, 2011

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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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