This is not about your classified or special needs students, but the kid who is just disruptive enough to be a distraction in class, and stop the educational flow. For more broad information about classroom management, check HERE and HERE.
Often students who act out are doing so out of fear or stress. It's not "normal" behavior, unless they are diagnosed with ADHD, ODD, etc. It's possible too that they have yet to be classified, so such behavior should be shared with guidance, and that should be an early step. Talk to guidance to see if the student is in a traumatic situation, had a recent death in the family, is in a recent placement for foster care, or some other disruptive situation that can manifest as disruption in your class. Your first step is to see it as a potential warning sign that they need help.
There are real differences in a child’s brain from early years through the teen years. Kids are sometimes irrational, undependable, secretive, distrustful, lazy, and inappropriate. Sometimes when we see this behavior we lose our cool and think they are doing it “on purpose.”
This is going to seem politically incorrect, but it’s the best way I can put it—I see my students as mentally disabled with moments of clarity. On some cognitive level this is true because they are still developing. Would I get angry if a child with Down Syndrome did something wrong? No. I would take their disability into consideration and moderate my tone and approach. If we see that kids are simply not fully developed people—works in progress—it can take the sting out of poor behavior. Instead of getting angry, think of their disability and react without anger or spite.
When a problem arises and does not seem to go away after a day or two, I put a chair in the hall before the class enters. I have that student wait in that chair in the hall till I have settled the class, tell them you'll be back and they're not in trouble. Just wait.
When the class is settled, pull a chair into the hall and speak from a personal perspective using "I" Statements. Explain why you're an art teacher, how their behavior makes you feel, how their disruptions are affecting the class, and what you would like to see from them.
Candidly say, "sometimes this behavior is an indication that a student is in a difficult situation, being abused, doing drugs, or worse. I care very much about all my students, and I want you to know that IF you are facing a difficult situation, I may be able to get you the help you need. I am here for you, even if you make my life difficult. I want you to know I really do care.
If you hate art, that's OK, I hope I can change your mind, but it's your choice to participate or not. That means passing or not. You're a young adult, you can make that decision. BUT if you continue to disrupt my class and distract others, I have to protect them as well. Legally everyone is entitled to an education, and when you distract the class or students, you are stopping them from their legal right to an education and then I have to "do something" about it. I don't want to be a cop in class, but if I have to, I will.
So it's up to you. You have all the choices. I want you to enjoy my class. I want you to know I am here for you if you ever need help, but I am also here for the other students to ensure they get an education."
I'd recommend writing down your statement and read from it in the hallway. You may want to have this conversation in the guidance department with the guidance counselor there. This way they know you took the time to really think it through and you do really care about them and your class. You obviously will need to make the statement appropriate to the age of your student, but I have found that this personal, one-on-one communication has turned some very difficult situations around.
Always communicate with guidances as problems of behavior arise, and maybe too your supervisor, school resource officer, and administration. Do this by email, even if you call, ALWAYS follow up with an email mentioning the call. Should anything really bad happen, you'll have an email trail documenting the actions you took. Email is admissible in court, phone calls are not. Contemporary evidence of communication during a situation often carries the most weight in a legal case, should one arise. If, for some reason, that child lashes out, all those that did not respond to your information will be held responsible, not you, because you documented the situation and did what you should from a legal perspective.
A little follow-up: You will not get in trouble for saying that this kind of behavior may be an indication of abuse, etc... You are NOT saying the student IS abused, but putting them on notice that it can be an indication, that you care, and if they are not in a difficult situation, they are being a jerk for no reason.
You only face an issue IF you accuse the student of such things, but saying it MIGHT be an indication of "whatever" is true and not accusatory. If you're worried about how they might take it, have this conversation in a guidance office or an administrator, write down what you want to say, read from it, and keep it as proof of the conversation.
Often students who act out are doing so out of fear or stress. It's not "normal" behavior, unless they are diagnosed with ADHD, ODD, etc. It's possible too that they have yet to be classified, so such behavior should be shared with guidance, and that should be an early step. Talk to guidance to see if the student is in a traumatic situation, had a recent death in the family, is in a recent placement for foster care, or some other disruptive situation that can manifest as disruption in your class. Your first step is to see it as a potential warning sign that they need help.
There are real differences in a child’s brain from early years through the teen years. Kids are sometimes irrational, undependable, secretive, distrustful, lazy, and inappropriate. Sometimes when we see this behavior we lose our cool and think they are doing it “on purpose.”
This is going to seem politically incorrect, but it’s the best way I can put it—I see my students as mentally disabled with moments of clarity. On some cognitive level this is true because they are still developing. Would I get angry if a child with Down Syndrome did something wrong? No. I would take their disability into consideration and moderate my tone and approach. If we see that kids are simply not fully developed people—works in progress—it can take the sting out of poor behavior. Instead of getting angry, think of their disability and react without anger or spite.
When a problem arises and does not seem to go away after a day or two, I put a chair in the hall before the class enters. I have that student wait in that chair in the hall till I have settled the class, tell them you'll be back and they're not in trouble. Just wait.
When the class is settled, pull a chair into the hall and speak from a personal perspective using "I" Statements. Explain why you're an art teacher, how their behavior makes you feel, how their disruptions are affecting the class, and what you would like to see from them.
Candidly say, "sometimes this behavior is an indication that a student is in a difficult situation, being abused, doing drugs, or worse. I care very much about all my students, and I want you to know that IF you are facing a difficult situation, I may be able to get you the help you need. I am here for you, even if you make my life difficult. I want you to know I really do care.
If you hate art, that's OK, I hope I can change your mind, but it's your choice to participate or not. That means passing or not. You're a young adult, you can make that decision. BUT if you continue to disrupt my class and distract others, I have to protect them as well. Legally everyone is entitled to an education, and when you distract the class or students, you are stopping them from their legal right to an education and then I have to "do something" about it. I don't want to be a cop in class, but if I have to, I will.
So it's up to you. You have all the choices. I want you to enjoy my class. I want you to know I am here for you if you ever need help, but I am also here for the other students to ensure they get an education."
I'd recommend writing down your statement and read from it in the hallway. You may want to have this conversation in the guidance department with the guidance counselor there. This way they know you took the time to really think it through and you do really care about them and your class. You obviously will need to make the statement appropriate to the age of your student, but I have found that this personal, one-on-one communication has turned some very difficult situations around.
Always communicate with guidances as problems of behavior arise, and maybe too your supervisor, school resource officer, and administration. Do this by email, even if you call, ALWAYS follow up with an email mentioning the call. Should anything really bad happen, you'll have an email trail documenting the actions you took. Email is admissible in court, phone calls are not. Contemporary evidence of communication during a situation often carries the most weight in a legal case, should one arise. If, for some reason, that child lashes out, all those that did not respond to your information will be held responsible, not you, because you documented the situation and did what you should from a legal perspective.
A little follow-up: You will not get in trouble for saying that this kind of behavior may be an indication of abuse, etc... You are NOT saying the student IS abused, but putting them on notice that it can be an indication, that you care, and if they are not in a difficult situation, they are being a jerk for no reason.
You only face an issue IF you accuse the student of such things, but saying it MIGHT be an indication of "whatever" is true and not accusatory. If you're worried about how they might take it, have this conversation in a guidance office or an administrator, write down what you want to say, read from it, and keep it as proof of the conversation.
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