Practical Tips in Handling Students with Behavioral Problems?

Answer 1

Is this regarding students who have diagnosed emotional disorders (anxiety, depression, obsessive-compulsive, oppositional-defiant, etc.); or is this normal kids being difficult toots?

In either case, you need to see what the student is perceiving as a benefit from the misbehavior. The difficulty with Emotionally Disordered kids is that their behaviors are often medical -- there IS no environmental cause or benefit. Talk with your ED special ed teacher, and if he/she isn't being helpful, ask central office sped office for additional resources (while minimizing criticism of your colleague, of course...). ED kid behavior management is truly an individualized process.

For environmental causes for a behavior:

Is the student getting peer attention, work avoidance, time on a preferred activity (e.g. drawing), attention from you, etc.? Observe closely, and/or ask someone to observe your class for antecedents and consequences.

Peer attention -- student is desperate for social status; provide positive opportunities for the student to get peer attention -- have him/her make a presentation on an area of interest for him/her that also relates to your subject.... let the student address any topic that is both "cool".... and legal.

For example, an interest in motorcycles can be tied in to Literature (the Outsiders, tied back into Shakespeare juvenile angst plays like Romeo and Juliet, Hamlet, etc.), Language Arts (write on any aspect of your area of interest you'd like to share with your peers), Science (how do internal combustion engines work), Social Studies (use of motorcycles by messengers in WWI and WWII before the availability of field radios)... etc.

For short-term remediation (band-aid approach while you get the positives into place)... have an area out of line-of-sight from the other students, and/or team with a colleague to provide each other with a removal location for peer-supported misbehavior.

Work avoidance -- have special activity days only open to those who have turned in, correctly, all their work. A good way to manage this is to partner with a fellow teacher, and take turns being the "fun day" teacher and the "work day" teacher. Being neighbors is extra good... because those sitting with their stack of incomplete assignments get to listen to the fun goings-on next door.... Of course, the fun-day activities tie in to your curriculum (hands-on centers with art and other fun elements added in to the mix, movies relating to your unit, games, etc.).

Make work completion more desireable than just earning a grade for it.

Time on a preferred activity -- Confiscate, confiscate, confiscate... and trade the item(s) back for completed assignments. Have extra copies of the assignent available because there may be some, um, disagreement from your student at first. Be persistent and strong... making it clear that you will give back the student's preferred activity item(s) in exchange for the completed assignment. You aren't a thief... you are "helping" the student avoid distractions during work time.

Attention from you: This is the hardest one to deal with, because "ignoring" behaviors is disruptive to other students' learning. This is where you enlist the help of the other students, and use peer pressure.

When the student is off-task and/or disruptive, make a general statement to the class that EVERYONE gets 1 minute off passing period (or will go late to recess) for every minute the class is disrupted. The others will quickly hush him/her.

Be VERY ready to notice the instant the student in question is doing what he/she is supposed to, and bring out a warm smile and proximity while you tell the student what a good job he/she's doing.

Peer pressure COMBINED with your attention for correct behaviors should do the trick on "attention from you", for most kids.

Don't forget to document all behaviors, interventions you attempt, dates, times, etc.

Answer 2

Students with behavioral problems act out in different ways at different times. A few things I have learned over the years:
1) Don't acknowledge the behavior by stopping class to make an issue of it. Roam the room as you teach and try gentle reminders to the student such as standing close to them or simply removing any object that seems to be distracting them.
2) If this is a daily occurrence, learn more about the student and their home life. Maybe there is something another teacher does that works.
3) If the student can't sit still for a long period, take a quick break for everyone to stand up and stretch. Or if the student has a good reason for needing to get out of their seat, what harm does it do for that student to stand in the back of the room instead of sit at a desk? I have had some students who cannot deal with issues from things outside of my room. When they feel that they can't deal any other way I let them stand for a while. It really does help.
4) Give them a different type of activity which is more suitable for their behavior. Give them chores in your room. Give them responsibilities. Some people just need to keep their hands busy.

Answer 3

The most practical of all answers is that students with behavioral problems just need time to develop a relationship with you. Most students who have behavioral problems need to be able to trust the people in their lives, and unfortunately the only way to develop trust is time. However, some things that I do are isolate, find another teacher who would be willing to let them cool off in their classroom and return when they are ready. This works best if you go way down or up in grade level from offending student. Another tip is try to never engage emotionally in the issue, students often stop when they are not getting the desired effect. When students are being disruptive you can get really close, like in their face and calmly and very quietly tell them to stop. or whatever. Another idea is to have them repeat what they said. What did you say?? No, say it again, I need to be very clear on what you said. If you use that a few times after a day or so it works well. Love them.

Answer 4

Well, there are general tips, but this also depends on the type of behavioral problem at hand. I'm just going to add a few things because some of the other comments addressed what I was going to say.
Tips:
-an individualized behavior contract and incentive system
-find the possible causes of the behavior problem, could it stem back to you? Are you stripping the student of his/her dignity? etc.
-spend some time with the student with no mention of his/her behavior. This is hard, but it shows the student that you're not out to get him/her. I often hold Special Star breakfasts and sometimes have students eat lunch with me. Those are special rewards, but I have invited students with behavioral problems. The key is to not mention their behavior at those times, but to find out more about the student. This can sometimes be used to help find the source of the problem.

Please note that these are for everyday behavior problems. More serious issues need to be brought to the attention of the counselor and evaluations are in order.

Answer 5

I suppose that it depends on what behavioral problems you are experiencing. In most situations: I feel that structure is the key. Some kids push and push to see how far they can get. Kids are smarter than adults give them credit for! Set boundaries and stick to them. Be consistent with discipline. Be patient. Work with the parents (if possible). Document behaviors and interventions used. Get another's opinion (have another teachers sit in and observe) and then discuss possible interventions you may not have used/thought of yet. Finally, do not let the student gain control of the classroom and other students; stay in control.

If the student you're referring to has more of a psychological problem, or special needs, then you must take the appropriate steps in your teaching district to accommodate the needs of the student. But stick with the advice above while going through the process.

Good luck.

Answer 6

Is it me or do the students in the US seem to have more behavioral problems than the rest of the world? Are the American students that much more undisciplined compared to the rest of the world? What are the root causes of this?

Teachers in the US have to become expert child psychologists for disruptive behaviors in order to teach, otherwise, the teachers are to blame for the student's failures?

I guess I pose more questions than answering the question.

An example of a day in school in China is listed below.

Answer 7

Always remain calm and under control. Repeat yourself, don't argue. Don't speak down to them and most of all always be respectful. Teachers are the models.

Answer 8

It requires intelligence, patience, and an attitude of mind.