25 Sure-Fire Strategies for Handling Difficult Students
May 08, · Emotional outbursts, temper tantrums, yelling, lashing out. Severe misbehavior like this needs to be dealt with differently than typical rule breaking. How you respond to an aggressive child in the classroom goes a long way toward gaining control of the incident, keeping it from affecting other students, and lessening the chances of it happening again. He knows what works and what doesn’t work when dealing with disruptive and defiant students. Rich is also a sought-after presenter, and author of Motivating Defiant and Disruptive Students to Learn, Powerful Strategies for Working Effectively with Difficult, Noncompliant Students, and Accelerating Achievement Through Purposeful Assessment.
As an early childhood educator, it is your job to ensure the safety and well-being of the students in your care. Th means that it will often deaal on your shoulders to come up with solutions to simple classroom management and behavior issues.
Do you have a difficult student in your classroom that has exhausted your bag of tricks? Cast your worries aside, there are several simple classroom tje and behavior modification techniques that you can try when you meet a challenging child. Keep in mind that in order to effectively manage how to deal with defiant students in the classroom disruptive or difficult student, it will be necessary to clear your mind of any negative classrroom or reports from his earlier teachers.
Each child deserves a clean slate. Ohw simple behavior observation technique that works well with very young children is shadowing. In order to shadow effectively, a teacher must be available to run the rest of the classroom without your help for at least a few hours.
With shadowing, a teacher follows a consistently disruptive student through her entire day. The teacher can take notes on specific triggers that seem to cause the negative behaviors, other students that the disruptive child has difficulties with, or any particular activities that are difficult or tantrum inducing for the child. Careful observation and using the documentation to create anecdotal records will give you a firsthand look at any patterns that may emerge that will shed some light on a difficult student.
Many teachers dread parent meetings. They may be afraid that the parents will be unwilling to hear any of their concerns, or worried about disappointing the deao or not meeting their expectations.
Whatever the reason, meetings with parents do not have to be confrontational, difficult deifant scary. Parents want what is best for their child, and you are their partner in meeting that need.
Approach the parent meeting prepared with observations, documentation, pictures, artwork and other materials that you can clasroom with the parents. Listen to and take to heart anything the parent suggests, since they do know their child best. Write down any ideas the parents may have regarding discipline techniques, reward systems and creative guidance.
Before the meeting ends, be sure the parents know which direction you are going to take when dealing with behavior difficulties with their child. Be sure they understand how you are going to deal with things at school and make sure they agree that this is the best approach.
Attempt to include some of their suggestions into your action plan. Sometimes, there is a lot more to a disruptive student than just simple behavior modification can fix. If a student has a delay that has yet to be diagnosed, his learning difficulties may cause him to act out in class. Or, if the child is just not quite at the same academic level as his peers, either excelling or struggling, this can cause behavior difficulties and disruptions to the daily plan.
For students that you suspect may need an accelerated or modified lesson plan, consider individualized planning. For example, if you have planned a sequencing activity for a small group, manipulative or math lesson, consider modifying it to make it appropriate for the learning level of your disruptive student. Add an flassroom challenge for a child whose academic level soars above the rest of the class. Add how to deal with defiant students in the classroom few more clues defiaant a patterning or sequencing activity for a child who struggles with the activity.
Knowing ahead of time what will trigger a negative behavior or disruption to your daily routine will help you plan accordingly. Many times, a disruptive student is looking for clssroom way to stand out or be special and how to get 2 paralyzer on buried attempt to get the attention he seeks in a negative way.
Tell him that you need his help and he is to show his younger friend all of the important things he needs to know about preschool. Giving him a job to take pride in will often wipe away his need to act negatively to gain attention. This series jn a how to article outlining strategies to manage disruptive preschoolers as well as an article discussing normal what is the best basement finishing system behavior that may be on as negative or inappropriate.
Un content. Article authored by Kara Bietz.
12 Replies to “When Children Are Defiant”
Aug 28, · For many children, starting kindergarten can be a difficult transition. A child might start to struggle with power and control issues in an attempt to manage a new environment. If your child is having a hard time, try to volunteer in the classroom both to help support the teacher and to understand more about the context of the problem. COVID Self-Care Resources Resources for teachers, parents, and students to help deal with stress and changes during the pandemic; Social-Emotional Development Discover the importance of social-emotional learning and activities to promote empathy in the classroom; Teacher Well-being Best practices for resiliency and self-care for teachers; Trauma-Informed Practices in Schools Strategies . Many teachers have a hard time managing preschool children who act out in class. Discover teaching techniques that will help you observe, document and create an action plan for disruptive students. This is real world information you can use in your classroom to make negative Nellies and disruptive Daves a thing of the past!
I once taught a second grader who sometimes subtly refused to go along with what we were doing. The more his classmates and I urged him to walk faster, the slower he would go. At each deliberate step, I could feel my blood pressure rise. But in that moment, I could do little. When children are defiant, their goal is not to annoy, disrespect, or frustrate us. Rather, their goal often is to feel significant. Yet their defiance threatens our own similar need. As we both strive to feel significant, we can easily get enmeshed in a power struggle.
But teachers never win power struggles. And so has the child: No one wins a power struggle. The best way to avoid power struggles and help a child who defies authority is to calmly work with him in ways that honor his genuine need to feel significant. Also critical is demonstrating that you still hold him and everyone in the class accountable for following the rules. But how do you do all that while keeping your cool? Here are some proactive steps to try:.
To build strong relationships, remind yourself that all children, including those who frustrate you, have positive attributes. Reinforce the behavior by letting the child know you noticed, but do it privately to avoid calling attention to the child and inviting comparisons with classmates, and be specific.
Whenever possible, also note how the cooperative behavior helps the child and others. Part of becoming a contributing member of a democratic society is learning how to disagree respectfully. When teaching children appropriate ways to disagree, make clear that in the moment, they still need to follow directions and rules. Let them know that later they can discuss what they think was unfair and what should be changed. Be sure to model these methods before expecting children to use them.
Children who challenge authority are often quite adept at taking on bigger causes. Working on issues they consider important can help focus their energy and build their sense of significance. Offer assignments such as writing letters to the school or town paper, community service projects, or researching an environmental issue. When a child is being defiant, you need above all to keep her and her classmates safe while giving her a chance to cool down.
These general guidelines will help you and the child navigate episodes of defiance:. When you first see signs that a child may become defiant, respond as soon as you can with respectful reminders or redirections.
If you wait until a child has dug in his heels, he will likely be less able to respond rationally to your directions. Students who have difficulty cooperating can be especially sensitive to being ordered around. Remember to:. You can read or draw for now. Once a child has become defiant, you may decide to use consequences. Remember, though, that children who struggle with defiance are often seeking power.
Which do you choose? Once a child has defied you, decide on a redirection or consequence and remain firm in your decision. Negotiating during the incident will invite further testing. It also sends the message that children can avoid a redirection or consequence by resisting. If you do find yourself in a power struggle, take a deep breath and disengage.
Everyone, get your writing journals out and start on your stories from yesterday. But physically step back to give him more space—literally and emotionally. A child who struggles to follow directions often needs a minute or two to decide what to do.
If you insist on immediacy, he may automatically resist. But when we find ways to rise above our own feelings, we can continue to appreciate our students and guide them beyond defiance. The result: We grow as teachers, while offering the children a path to success and a model of how to get along in the world.
I am a opportunity room aide. I deal with discipline. My room is basically the detention room. I often find myself being called to a classroom to get a child who refuses to go to me or have some sort of time out or reset.
I am interested in more info on the defiant ones like how to get them out of the classroom with out a power struggle or making a scene. I love tough kids! All students are looking for someone to notice them and you get to be the person who is with them at their lowest points of humiliation…being removed from class. I do have some resources that explain how I would go about the task of removing a child from an environment they are no longer welcome to be in.
Connect on LinkedIN! Al Scharrer. Stand your ground without using your voice. Sometimes walk away; let them win a small battle and after find out how you can get that student removed the next time it happens in class.
So you can make sure to win the next 10 battles. Also, over compliment the good ones…. Do that over and over again…kids do easily feel left out. If you get a small compliance by the trouble child, reward him for a small accomplishment…and a heart felt thank you. Best way for me has been graders is NOT to raise your voice unless in almost emergency.
I use my body position to move them…. I have waited up to 10 min. Of course i get the class refocused onto a assignment. They will watch, which is fine. I never hold it against them for more then 5 minutes. Their is NO 1 solution. Just be consistent….
I tell them we can try again tomorrow. I have a group of defiant kids in the 5th grade. They come in in the morning and run around the room, wrestle and yell at each other.
When told they will sometimes do what is asked but 5min later they are in the back of the room doing the same things again. I want to know how to head off these behaviors because they are disrupting instruction constantly. I am a substitute teacher, sometimes aide. If I have to be brutally honest, I would say the problem has many sides. First of all, I am so bored in these classrooms.
Everything is two-dimensional. There is very little time for kids to learn through play. The kids I work with that are labeled as special-ed, are almost always more intelligent than the others. They learn differently. Sometimes they love maps, history stories, astronomy, but those things are not even taught in elementary school. Quite frankly the science and history in higher grades are flat and boring. The second part of the problem is that these smart kids have learned to play the teachers like a fiddle.
Most teachers are afraid to give the child a bad consequence to bad behavior. Kids can do whatever they want, and in the end they get a hug! The strange thing is, when I follow up bad behavior with a consequence, the kids feel safe, and they respond very well to me.
They even request to be with me! Hi I just found your article while finding ways to help one of my students who is extremely defiant.
He is only six years old but he can be fine one moment and then we get ready to go to the bathroom or such and he becomes defiant and refuses to line up or come out of the classroom.
I confess I get into that power struggle but mostly because I do not want to loose control of the rest of the class so I start to count, he gets worst then I give him warnings and tell him that I will take 5 min from his recess and gets worst and worst. Can you give me some suggestions to help this child as a teacher.
Just a thought…. Can you have this child be line leader, or ender captain? My ender captains job is to make sure the students are following line expectations. The leaders leads the class where they are supposed to go. The captain makes sure the class line is straight and expected behaviors are being followed.
Would this child be up for the task of modeling good behavior in line? Maybe he needs a job? Also, when no struggle is present, talk to this student about a classroom behavior that matters to him, unrelated to the the line.