Disruptive students are a pain.
When relief teaching, there is a great risk of reacting too quickly to disruptive students in your classroom.
Take your time to manage disruptive students and their behaviour - or misbehaviour.
Managing Disruptive Students in Your Classroom
Here are 4 quick Tips to Manage disrtuptive stduents n your classroom
Understanding Disruptive Students
There is the belief that a big stick is needed for behaviour management of disruptive students.
Classroom management is much more than punishing disruptive students. I have witnessed relief teachers all too often pounce on disruptive students with ferocity, often without fully understanding the situation or even the events.
It seems relief teaching makes teachers take the actions of disruptive students personally.
Disruptive students seems to offend relief teachers so much that they feel they must attack disruptive students aggressively.
That is not usually the best cause of action.
There is an old adage about classroom management.
"If all you have is a hammer - everything looks like a nail"
When relief teaching, there is a perception that the first rule of classroom management is to pull out the hammer to disruptive students - and do it early.
There is a tendency to rush toward the first suspicion of misbehaviour without checking facts. Once the hammer is out, it is difficult to put away.
Classroom management for those relief teaching, tends to involve getting the hammer out all day.
Yes, it’s important to address the behaviour of disruptive students in the moments it occurs.
But being in a hurry, or trying to stop misbehaviour midstream, is a costly mistake.
Don't rush in when dealing with disruptive students.And here is why.
Here are a couple of Tips to try in your next classroom.
Losing your Cool will add to the stress of your day.
It is really hard to keep your cool when you have a full head of steam.
Using only aggressive forms of classroom management to deal with the misbehaviour of disruptive students may cause more problems than it solves.
The stress and tension of thinking and moving fast on your feet makes you look for "every little nail".
You can lose focus on what is important. Your relief teaching voice is probably up an octave and you will probably be shouting something you’ll regret.
The rest of your students will be stressed and because you are relief teaching in their class they may side with the rat bag!
That is going to make the rest of your day tougher than it should be.
Being pleasant sends a positive message to the other 29 pairs of eyes watching.
You will get a big tick for professionalism and disruptive students will find less allies amongst the other students.
Start with forgiveness, even if the student is continually disruptive in your class.
Confrontation Causes Angst
Confrontation causes unnecessary angst in your classroom.
Don't encourages confrontation. Dealing with misbehaviour of disruptive students too quickly risks inciting students who are on the verge of joining in.
And if you have mentally have "the hammer" in your hand ready to clobber every "nail", you are going to incite an aggressive defence reaction from the all students, including the disruptive ones.
Redirect the student disruption before it escalates. Try the antiseptic bounce. This may stop the misbehaviours.
Don't be hyper vigilant though as this often targets students.Look for positive interaction opportunities.
No doubt there will be some corrective action along the way.
Model Respectful Behaviours
Defiant students seldom see purposeful interaction in place.
Let your defiant student witness positive teacher-student interaction in practice.
After interacting with your better behaved students, initiate an interaction with your troubled student. Sometimes a flow on occurs with the positivity of the first interaction setting the tone for your interaction with your potential trouble maker.
This is a great way to manage student defiance because it reduces the friction of the interaction.
Get Back To Learning
Emphasise the point. The only reason you need better behaviour in your class is to improve the learning for all.
Defiant students are really not interested in making your life easier.
Forget the "I'm sick of your behaviour!... I've HAD IT!" type statements. They carry no weight and make little difference in managing student defiance.
The defiant student doesn't care about your feelings. Mentioning that misbehaviour is hindering a mate understanding the topic may carry more weight.
Would you Like to Find Out about Membership?
Have A Crisis Management Plan
Quite often you will need to be the first responder in a crisis situation.
This is especially certain if the situation jeopardises the safety of others.
Every crisis is different.
Crisis management calls for a substantiated process of action. Develop a crisis management plan for all of these types of situation.
If you don't have one, use mine.
How to You Stack Up?
Would you Like Solutions to Your Classroom Problems?