Challenging Students : Understanding Underlying Principles

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

The ideal classroom is one where there are minimal distractions to learning, focused attention on classroom discussions and positive learning about critical subject material. With this in mind, it is important to understand what causes misbehavior and what can be done to limit it. Misbehavior must be taken in context however, since one must look at the situation and instructor to determine if a particular action falls in the misbehavior category. For example, walking around during a math lesson would be unacceptable, but walking around in a pottery class would be expected (Burden, 1995). In one study by Tiirkniiklii & Galton (2001),

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

However, students have described feelings of being in a learning environment which is not safe, consistent, or calm. Additionally, normally well behaved students, are displaying anger, frustration, and are shouting out distasteful remarks towards the students who are causing the interruption. In an effort to combat problems in their classrooms teachers regularly create on the spot consequence which are intended to serve as a means of deterring other students from exhibiting the same inappropriate behaviors. Some of these consequences include a loss of recess, or a phone call home to parents. Since these consequences are not deterring students from discontinuing their disruptive behavior, teachers feel inclined to react to every infraction in an effort to stop all violations of the rules and to bring consistency to the classroom, and reduce interruptions. However, implementing inconsistent punitive discipline approaches to curtail disruptions (Nuoffer, 2011) to the school day impacts the teacher and student relationship by diminishing trust, and thus creating additional discipline problems. Unfortunately, this constant and growing problem is causing tension in the classroom between students and

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

There are many problems that new teachers face in the classroom and many were unexpected to me and I was unprepared. Class sizes were large, classes were diverse and funding was scarce. The largest problem I encountered was finding solutions for dealing with misbehaved students. The Tough Kid was written to address these problems and guide new teachers in the classroom. The authors state the many problems of discipline and classroom management for new teachers and provide a guide or as they say “cookbook” for all teachers to follow. Most of the discipline issues are from the unpreparedness of the teacher. This was definitely a skill I did not have when I started the job as I wasn’t prepared for the forty-eight students that would be arrested over the course of the year. The chapters of this book show tactics, lessons, and practical information that gives you an opportunity to keep your students disciplined and engaged.

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

Students may occasionally exhibit undesirable behaviours that beginner teachers find challenging because they automatically become reactive; rather than being preventative and consistently addressing behaviour along the way (O’Donnell et al., 2016, p. 265). There may be reasons behind why students act out and discovering these will help resolve the issue. Some of the reasons include testing boundaries, seeking attention, or other underlying reason (O’Donnell et al., 2016, p. 262).

Trying to understand why kids misbehave can drive almost any person crazy. To better understand what to do when the situation occurs the teacher must know that almost always the students who is misbehaving is trying to show “control” (2005, p. 26). The authors list four ways students act which are avoiding schoolwork, seeking attention, creating diversions, and playing power games. When the teacher realizes what the student is truly trying to do, they can then help guide them to accepting their behavior. Whenever dealing with students who misbehave on a regular basis, teachers should know that personal growth is huge, even the smallest amount of growth can help that student become a great student down the road.

Pertinent Information about the Student: Hector struggles with self-expression, following directions, and completing given tasks. Hector engages in behaviors such as yelling and appears to need to get the “last word” in after being given a directive he does not wish to comply with. Hector may engage in disruptive behavior because he does not have mastery of the necessary basic academic skills. Hector appears to have an inability to stop and think before acting, which may be influencing some of his disruptive behaviors. Hector might have low self-esteem, resulting from possible impairments in his social interactions. Hector may engage in disruptive behaviors to obtain attention. Hector may find the disruptive behavior rewarding, as it gives him the attention he appears to crave.

Managing challenging behaviours in our classroom continues to be as one of the most challenging problems in education today. Conte (1994, p.308) mentioned, "If teachers, administrators, parents, and students acknowledge that the lack of discipline is a serious concern and interferes with the teaching-learning process, one would think that steps would be taken to remedy the problem.” Today 's classrooms are more complicated than in the past. Discipline is now known as classroom behaviour management where new dimensions to classroom management are used with the inclusion, bilingual classes, and students with disabilities.

I began to think of ways that I could first identify the needs of my students, without having telepathy. I knew that I needed to have conversations with each one on a one to one basis to try to gauge their interests. I also understand the many demands that are put on teachers and trying to insert any time for anything other than content is virtually impossible. Yet, this is one of the most important aspects of education—trying to fit the needs of each of our students as best as possible. I believe that students are young adults that are fully capable of reaching and setting their own learning goals. They only need the correct push and back ground to develop and flesh out their own thoughts. I began to think, what factors play into

As we know, students’ behaviours vary and differ in terms of their abilities and attitudes in a classroom. With frequently expressed behaviours such as being disruptive, unruly and anti-social, it has negatively affected the teaching and learning processes based on discussions in past researches that students are becoming difficult to teach. However, there are many potential influences on a student’s behaviour and factors that had led to a student behaving a certain way.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)