If a student is hurting another student or themselves, intervene immediately. If a student is making a threat, intervene. Even if a student is unlikely to follow through with a threat, it is better to be safe than sorry.
If standing by the student’s desk doesn’t work, try tapping on their desk or table. If that doesn’t work, then try asking them to stop talking. Always try to address a behavioral issue without drawing too much attention when possible. Embarrassing them or calling them out in front of the class may make them angry and more likely to act out.
It’s best to have another adult escort your students out of the classroom. This may be easier than removing the violent student. If you have a teaching assistant, have him or her take other students to a safe area. You can also move the violent student to the hallway and escort him or her to the principal’s office, the nurses’s office, or the guidance counselor’s office. Make sure someone can supervise your class as you do so.
Acknowledge the student is feeling mad, while talking to him or her softly. For example, “James, I understand you’re upset that Jane took the toy you wanted. " Then, try to change the subject. Distract the student by directing his or her interests elsewhere. For example, “James, you like to paint, right? Maybe you could play with the fingerprints with Mason while you let Jane have a turn with the Legos. "
If you don’t already, have a list of basic classroom rules pinned up somewhere on your wall. This way, you will have something to refer to right there when a student acts out. As soon as a behavior occurs, remind the student of the rules. For example, “Mason, remember rule number four? You’re not supposed to talk out of turn. "
Try not to react if a student does something like doodle during a lecture, talk out of turn, or other behaviors that can easily be ignored. A student may learn to behave better if he or she is not getting attention for acting out. However, never ignore dangerous behaviors. If a student is doing something that could hurt himself or herself, or another student, it needs to be addressed right away.
If, for example, a student is talking too much to a friend sitting next to them, you can tell them that they have the option to move to a seat that will be less distraction, or you can pick a new seat for them.
For example, say something like, “If you don’t do your in-class activity now, you will have to do it during free period. " This may cause the student to stop the problem behavior and follow the rules. However, not all students will respond to consequences. Some students may continue to act out. If this happens, make sure you enforce the punishment. Students need to make a connection between negative actions and consequences.
Who the student apologizes to depends on the behavior. If a student hit another student, for example, he or she should apologize to that student. If a student disrupted class, he or she should apologize to the class. If a student disrespected you, you should require him or her to offer you an apology.
Keep a notebook to record difficult behaviors. Note all the details of the behavior, when it occurred, and any circumstances surrounding the incident. Look for patterns. Does the student seem to act out at a particular time during the day? Maybe a student acts out just before recess. This could be because the student is anxious to get out of the classroom. This student may need help regulating his or her energy.
You can monitor your class more closely during certain times of the day. Group work just before recess, for example, may require additional supervision. If you have any classroom assistants, ask for their help here. Have them monitor students closely when they’re likely to act out.
Always praise students for following rules. Do so immediately after the good behaviors occur. A lot of students crave praise and approval from their teacher. Students with behavior issues may be more likely to change if they see they gain favor by following rules. For example, you can say something like, “Harper, I really like how you waited for me to finish explaining before asking a question. It makes the classroom run smoother when everyone takes turns talking. "
A student who is behaving poorly may have a health problem, an issue at home, a mental health issue, or may be acting out due to academic difficulties. If a student’s behavior does not improve with regular intervention, there may be something else going on. You may have to have a sit down talk with a student whose behavior is not improving. Ask him or her open-ended questions, like, “Is there a reason you’re having trouble concentrating. " This gives the student the opportunity to open up on what is preventing him or her from achieving academic success.
Go over your rules on the first day of class. Take time to explain everything clearly. Give students a chance to ask questions later on. Hand out a syllabus that includes a list of classroom rules. This way, students can review the rules on their own.
Make sure you know all your students’ names. You can use a photo roster if necessary until you have all the names down. Make small talk with students as they come into your classroom. Ask students about their weekends or their plans for after school. Have office hours. Encourage students to come in and talk if they need help with a homework assignment or want to talk over another issue.
Be kind to all your students. Greet them as they enter the classroom and say goodbye at the end of the day. Be courteous and kind to your students. If your students feel comfortable with you, they may be more comfortable opening up about issues they’re having.
