The Math Forum

Search All of the Math Forum:

Views expressed in these public forums are not endorsed by NCTM or The Math Forum.

Math Forum » Discussions » Education » math-teach

Notice: We are no longer accepting new posts, but the forums will continue to be readable.

Topic: How To Handle An Out-Of-Control Student
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
How To Handle An Out-Of-Control Student
Posted: Jan 3, 2014 5:07 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply
att1.html (8.5 K)

From Smart Classroom Management [simply effective tips and
strategies], Saturday, December 14, 2013. See
How To Handle An Out-Of-Control Student

By Michael Linsin

So you have this student who seems determined to ruin your school year.

He (or she) is blatantly disrespectful [see ]. He makes fun of and
laughs at other students. He's rude and silly. He's argumentative and
attention-seeking. He is well known by every staff member and can
describe the inside of the principal's office. Time-out has minimal
effect and notes and phone calls home rarely do any good.

It's clear that there is little accountability at home and school
administration is reluctant to suspend him for classroom behavior.
Short of physically hurting another student, he is untouchable. And
he knows it.

He is one of those rare students who has gotten a peek behind the
curtain and has discovered that no matter what he does, within
fifteen minutes or so he'll be right back out on the playground or in
your classroom doing as he wishes.

It's disheartening and stressful, and you're at the end of your rope.
You've tried everything. You've done your research. You've read all
the books. You've requested help and consultation from counselors and
psychologists. You've hashed and rehashed it out with your colleagues.

But to no avail.

And so here you are, deep into the school year, and other than a few
brief and blissful periods of improved behavior, nothing has changed.
In fact, if anything, it has gotten worse. He has now begun
misbehaving right in front of you, literally daring you to do
something about it.

All the while you've been a saint. You've worked hard to build
rapport [see
]. You've been patient and kind and forgiving. Your students love
being in your class. It's just this one student. Why isn't he coming
around? Why isn't he buying into your program?

The answer is because he doesn't have to.

He knows your hands are tied. He knows you've tried everything. He
knows he's got you over a barrel. With no accountability at home and
nothing forthcoming from the office-whose hands are tied as well-he
believes that there isn't any more you can do.

But he's wrong. There is still one more thing you can do. And this,
my friend, will work. The key is to make the accountability stronger.

You must make the accountability so strong, in fact-and the
alternative so attractive-that it's guaranteed to work. You see, as
you widen the extremes between accountability on one side and what
you're offering as a member of your classroom on the other, there
will be a point when he'll think, "I'd much rather be a part of that
(the classroom)." And it is at that point that his behavior will
change, and change drastically.

So here's what you do.

After speaking to his parent(s) and the principal to let them know of
your plan, you pull the student aside and inform him that he is no
longer a regular member of the class [see
]. You tell him, in so many words, that because of his behavior, you
can't ensure the education and enjoyment of the rest of the class,
and thus he can no longer be a part of it.

You explain that his desk will be set apart until he can prove to you
he can behave like a full-fledged, contributing member of the
classroom. This is no permanent time-out, mind you, for there is a
way back into the classroom and its good graces that is entirely up
to him.

Practically, he will no longer be allowed to participate in learning
games, group/fun activities, partner work, and non-essential verbal
exchanges. He is still required to do all work and participate as an
observer, but he may not actively participate. (If some of the
suggestions above are such that you feel can't be taken away, for
whatever reason, then you take away what you can.)

Remember, though, the stronger the accountability, the quicker he'll
be back in your classroom behaving like everyone else. As for recess,
if similarly you can't make certain the safety and enjoyment of every
student on the playground, then he shouldn't be out there.

The best way to handle recess is to sit with him and watch. Like
being in the classroom, he needs to see what he is missing. If you're
at a school that discourages taking away recess, then give him the
option of running or walking laps-again, while you watch.

Yes, it's a bit of extra work. But it's a small price to pay for a
peaceful classroom. In fact, even while in the midst of the strategy,
your teaching life will become easier, your students will be happier,
and you'll accomplish so much more.

I recommend waiting at least a couple of days before entertaining any
thoughts of returning him to full membership status. And even then,
only if he has proven through his behavior he can do it and has
requested an opportunity to try.

It's important to note that you shouldn't attempt this strategy if
you're not otherwise faithfully following a classroom management plan
] and successfully managing the rest of your students. Further, the
strategy is only effective if the student feels he is missing
something, thus the critical importance of creating a learning
experience your students like and want to be a part of.

To be clear, this strategy is meant only for an unusually difficult
regular education student in an otherwise well-behaved classroom.

Why It's The Right Thing To Do

To be an effective teacher, you must never let any one or more
students interfere with the rights of the rest to learn and enjoy
school. It's when educators of all stripes lose track of this core
classroom management principle that there is a breakdown in learning,
behavior, and all things right and true.

For what does it benefit anyone to allow a disruptive student to
continue day after day to interfere with learning or run free to
bother and harass other students? Do we allow everyone to suffer and
lose out on the opportunity to learn and improve and enjoy school and
friendships in order to say that we won't exclude anyone from
anything and for any reason?

And here's the kicker.

Students like this need accountability, desperately. And down deep
they know it. Their behavior screams out for it, craves it, pleads
for it. They're searching high and low for someone to step forward
and say, "I care enough about you and your future and for the rest of
students in this class to truly hold you accountable."

You may very well be the only person in his life in position to make
such a heroic and potentially life-changing, life-saving stand. You
may be the only one willing to apply the perfect combination of love
and grace and accountability that will cause him to turn off the
rocky path he's on . . .

And leap like from a burning building onto redemption road.

Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244

Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© The Math Forum at NCTM 1994-2018. All Rights Reserved.