The scenario that follows describes the case of a hypothetical child who is disruptive because his disruptive behavior results in unusual comments from the teacher.
During seat-work assignments, William seems to be constantly involved in some kind of inappropriate and disruptive classroom behavior. Mrs. Rutherford has to constantly remind him to stop disrupting the class and return to his seat. When he is in his seat, William often turns around and teases the student behind him, or he taps the person in front of him and begins talking loudly. When Mrs. Rutherford sees that, she often redirects him back to work with some kind of comment such as, "William, once again you win the motor mouth contest for the day! Stand up and take a bow. Now that you have received your just recognition, please return to work!" Of course William and his friends break up in laughter, which then gets Mrs. Rutherford's "goat."
Sometimes Mrs. Rutherford sends William out into the hall when he is disruptive, and sometimes she sends him to the school principal. Mrs. Rutherford complains to the school student success team that she cannot control William's frequent disruptive classroom behavior. She wants him assessed for possible attention deficit hyperactivity disorder. What would you do in this situation?
Please give a detailed response that allows for the growth of the overall group.
I can understand her frustration, as we all have had students who knew how to press our buttons. However, in this case, I would:
ReplyDelete1) Talk to the student privately about his behavior and how it affects the class, his classmates, him, and his grade.
2) I would move him so that he is not sitting near anyone to distract if his behavior doesn't improve after our chat.
3) I would provide group activities and active kinetic learning opportunities so that he would have a chance to gain attention in a positive manner, then leverage that good behavior and high grades at a later date.
5) I would give him a job in the class, like passing out books, or holding the door, or straightening up the desk or the room and use the job as leverage in managing his behavior.
6) I would praise him, praise him, and reaffirm what a focused, mature, asset he is to the class anytime his behavior (big or small) affords me an honest opportunity.
7) I would contact his parents to inform them of his behavior and get a little history on William. I would also listen for parent buy in in order to see whether I could use them as a partner in managing his behavior.
8) I would also try to connect him with a mentoring program in the school.
9) If none of these things worked, I would follow the procedures for referrals (to counselors, social workers, and then the administration).
10) If those didn't work, I'd begin anecdotals to help him move to a better learning environment.
It is possible that William is either not being engaged or challenged enough and he is not interested in school. Another alternative is that he does not know how to act or show an interest in his education. It is important that Mrs. Rutherford speak to William on a 1 on 1 basis and seek out the issue at hand. He may also be a prime candidate to speak to a school counselor or graduation who may be able to get to the source of the disruptions and misbehavior.
ReplyDeleteI imagine that this student is seeking attention from the teacher in a disruptive way. I would probably try and have a one-to-one talk with the student in order to find out more about his interests, aspirations, background, etc. After that, I would try to implement some class activities that represent things we discussed in our conversation. If after repeated attempts things still do not change, I would refer him to one of the school's support staff (counselor, communities in schools, social worker, etc.).
ReplyDeleteWow! excellent scenario. I believe I would first change how the young man is doing seat work. I would either give the young man music to listen to from my computer, an ipod with earphones, or seat him at the computer with headphones to complete work. However to do this I would explain to the student that he has to earn that time so it would help reinforce some positive incentives. Another strategy I would use is give him a position in the class that keeps him busy and gives him some movement (i.e pencil sharpener or material leader). It also need to be check if William understands fully what the assignment is and how to complete the task . Sometimes we look at it as the child is not challenge but it could also be where the student truly does not understand the instructions or assignment.
ReplyDeleteAll these strategies are good however none of them will work if the one important thing does not change. The ATTITUDE of the TEACHER! We must remember that even if we don't think so the students respond to how we treat them. If they hear the same thing from home and at school they will continue to act the same way because they will believe it is the only way they can act! Love to hear my coworkers response! :-) This is fun!
I would try to get to the root of his behavior. Sarcasm may be a way for the teacher to briefly vent frustration but in the long run does not solve the problem. I may try sitting with him during independent work to determine why he won't sit and complete the assignment. I may ask him to explain what has to be done. Watch him solve the pirst problem.
ReplyDeleteI have found that sometimes, the student can't read, or doesn't comprehend questions well. Once he successfully completes a question with my help, I praise him (even exaggerate) and see if this helps.
I appreciate all of the responses and positive advice that everyone has offered.
ReplyDeleteIt is important to remember that a teacher's attitude and disposition set the tone for a classroom. Everyday is a new day for students. They don't forget, but they forgive much easier than adults. Teachers will not make the right decisions everyday, but it is very important to come in the next day with a new plan or strategy. Ms. Bell shared a list of steps she would take. That is an excellent way to make sure that you are being fair and consistent with your students. Getting to know the student's interests, eliminating teacher sarcasm, identifying student deficiencies, and making the correct referrals are all important when dealing with challenging students. The important part is to keep seeking answers and staying professional.