Should Teachers Have the Authority to Remove Disruptive Students from Their Class Permanently?

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).

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

is a 5th­grade teacher, who in their second semester together, has run into a disruption problem

Inappropriate behavior will not be tolerated. You will be asked to leave that class period. This includes any behavior which does not enhance the learning environment or prohibits other students from receiving the full benefit of the classroom experience. For further explanation of disruptive behavior see the student handbook.

Schools are more effective when students feel that they belong and can engage in the learning process. Schools are safer when teachers and administrators have strategies and training to prevent and manage conflicts and misbehavior. A policy to ensure that students are not unfairly at risk for suspension because of their race and have the equal educational opportunities to which they are entitled by federal law will prevent, recognize, and rectify the overuse and inequality of exclusionary discipline.

When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The

Kids are throwing paper planes at each other. They are yelling and screaming at each other across the classroom, creating chaos and disorder in the school. But instead of doing anything to create conduct in the dishevelled room, the teacher just lounges back in their chair and does as they please. Why should they do anything about it? They don’t have to. They’re still getting paid for this, even if these kids aren’t learning anything. They have tenure… Something that pretty much guarantees them their job for life. No matter what they do or how badly they’re performing, they still know their administrators won’t fire them. A study in July 2009 showed that 86% of school administrators say, “they do not always pursue the dismissal” of poorly performing teachers because of the

Throughout my classroom experience incivility has been seen on multiple occasions. One instance being when a student tried to argue with the instructor over extra credit in front of the class. This incident was far beyond uncalled for and could have been dealt with in a more private setting after class. Instead this student chose to embarrass themselves in front of a room full of people and they looked like they were rude and had no respect for the instructor or themselves.

While it may be difficult to deal with those students, those are the ones that need a teachers’ guidance more than the rest may. When a teacher decides to give that student a little more of their time, then other students could start to feel as though the “problem student” is getting more time from the teacher. This could lead to future problems in the classroom with yet another child. Finding what works for all students will be the best idea to ensure for any teacher. To arrange this a teacher must first set up ground rules in his or her class followed by gaining student trust and respect. So when building a classroom management system, it is best to go into the classroom knowing that one is going to treat every child “different”.

Is your school pondering over suspensions? Many students are constantly getting suspended, however, is that beneficial? Is there another method? Years ago Boston Public schools would have over 50 days of suspension in just 2 months. Modifications were made the following year. They had only 2 suspensions in the same amount of time the next year. Despite schools suspending students for misbehavior as well as threats, schools should not suspend kids. Staying home not going to school is favoring the student. Most of the time teachers may not know the entire story. Missing school could result in loads of work for the students.

Whether it disrupts the entire classroom or something only you witness, challenging behavior is something every teacher and parent alike comes across at some point in life. Challenging behavior comes in many shapes and forms, as it can be physical or verbal and aggressive or disruptive. As a teacher, there are several techniques and approaches to dealing with this behavior. An important thing to remember when dealing with challenging behavior is that your child has feelings. Whether your child screams in your face because he or she does not get his or her way or hits another friend because he or she is angry about cleaning up, there is a reason why the child is upset. Communication is key when dealing with challenging behavior and having a supportive environment is also important. First, you need to assess the problem that involves challenging behavior. Talk to the child. Understand the story. Ask the child what the two of you can do to help the situation. If these two steps do not help, then give the child two choices. For example, if there is a child who does not want to clean up centers, you can say, “You can clean up centers or you can sit out for four minutes while we are…” If this does not work, I usually ask for help from either other teachers or the Director. Sometimes it can be hard to understand where a child is coming from with their behavior whether it is attention based or not. I just like to remember that it is your job to keep your students safe and that they have feelings that need to be

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.

A teacher must deal with disruptive classroom behavior throughout their career. To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethical issues that may arise during their teaching career. This paper summarizes four