{"id":5417,"date":"2012-03-13T09:49:39","date_gmt":"2012-03-13T13:49:39","guid":{"rendered":"http:\/\/ccpa.scottbuckingham.ca\/blog\/?p=1895"},"modified":"2015-07-03T16:00:41","modified_gmt":"2015-07-03T20:00:41","slug":"managing-disruptive-behaviors-in-the-classroom","status":"publish","type":"post","link":"https:\/\/www.ccpa-accp.ca\/fr\/managing-disruptive-behaviors-in-the-classroom\/","title":{"rendered":"Managing Disruptive Behaviors in the Classroom"},"content":{"rendered":"

\"\"<\/a>The classroom is a rapidly shifting and volatile environment.\u00a0\u00a0 \u201cIt is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor (teacher), and the general goals of academic freedom are maintained.\u00a0 Occasionally, faculty members find that they can not provide effective classroom instruction because of disruptions.\u201d (Butler University, 2012, Online)<\/p>\n

When a child is disruptive in the classroom, this can cause other children to perform poorly, as well as, igniting other children to become agitated, emotionally distraught, and insecure in the safety of their classroom.\u00a0 Unfortunately, disruptive behaviors act as a bong vibrating throughout the learning environment.\u00a0<\/p>\n

Disruptive children may or may not recognize the repercussions of their behaviors, attitudes and perceptions. \u201cChildren who have habits of behaving in hostile and aggressive ways are almost universally disliked.\u00a0 They are disliked by their peers, siblings, neighbors, teachers and not infrequently by their parents.\u201d (Braman, p. 149, 1997)\u00a0 Regrettably, disruptive children are often lost to their own negative behaviors, attitudes, and perceptions.\u00a0 Leaving an impression upon the child that they are worthless, underserving, and alone.\u00a0\u00a0\u00a0 \u201cThe habitually hostile child learns early that his (her) behaviors is not going to earn him (her) the love and affection he (she) so desperately wants.\u201d (Braman, p.149, 1997)\u00a0<\/p>\n

A child\u2019s disruptive behaviors can detract from a child\u2019s ability to thrive in the classroom. Moreover, disruptive children are often placed in behavioral modified learning environments, which only imprints the idea that they are incapable of functioning in a traditional classroom.\u00a0\u00a0<\/p>\n

THE CHARACTERISTICS OF DISRUPTIVE BEHAVIORS <\/strong><\/p>\n

1. Personal attacks in the classroom<\/p>\n

2. The use of electronic devices such as cell phones, IPods, PDAs, MP3 Players, Gameboys, Laptops, etc.<\/p>\n

3. Students leaving the classroom without permission.<\/p>\n

4. Students talking while the teacher is talking or instructing other students.<\/p>\n

5. Persistent tardiness to the classroom, school, or other academic related activities.<\/p>\n

6. Students sleeping in the classroom<\/p>\n

7. Ignoring a teachers direct and indirect instructions<\/p>\n

8. Students questioning or arguing with a teacher or another academic authority.<\/p>\n

9. The creation of unreasonable and controllable noise, sounds; a basic pandemonium in the classroom.<\/p>\n

10. Students being aggressive, hostile, or showing haughty behaviors.<\/p>\n

11. Students acting out through screaming, shouting, arguing, or being belligerent.<\/p>\n

12. Any form of bullying by a student, teacher, parent, or another in an academic setting.<\/p>\n

KNOW THE POLICIES AND PROCEDURES OF YOUR SCHOOL<\/strong><\/p>\n

1. Know the policies and procedures of your school system.<\/p>\n

2. Does your school system have a behavioral<\/em> policy in place?<\/p>\n

3. Are there training opportunities in place to manage disruptive behaviors?<\/p>\n

4. Does your school system have a school counsellor or school psychologist for students? Staff? If not, do you have access to a therapist through an employment and family assistance program<\/em>, EFAP?<\/p>\n

5. Know the protocols for setting up a team meeting for a disruptive child.<\/p>\n

It is not uncommon for disruptive students to have a challenging home life.\u00a0 Get to know your student\u2019s familial environment. While Statistics Canada will no longer be collecting data on divorce and marriage (The Globe and Mail, 2011, Online); children whose parents have divorced or separated have a higher likelihood of behavioral issues.\u00a0 Moreover, familial environments that are inundated with abuse have a higher probability of affecting a child\u2019s outlook, perceptions and behavioral responses.\u00a0 \u201cBefore we can decide who to handle a problem we are having with another person, we first need to understand what the other person was thinking or why she (he) acted the way that she (he) did.\u201d (Seligman, p. 246, 1995) Therefore, when we approach a child who is being disruptive, we should have a macro-picture of the child.<\/p>\n

THE DISRUPTIVE CHILD <\/strong><\/p>\n

1. Respectful communication<\/em> is key to de-escalating a hostile environment.<\/p>\n

2. As a teacher, be assertive but respectful when dealing with a disruptive student.<\/p>\n

3. Teachers should create and set healthy boundaries for all<\/em> children.<\/p>\n

4. Active listening<\/em> is essential in the classroom.<\/p>\n

5. All children need positive role models.\u00a0<\/p>\n

6. When disciplining a child, offer positive praise, as well as positive correction.\u00a0<\/p>\n

7. Be aware of your verbal and nonverbal communication.\u00a0<\/p>\n

8. Always inform the child of their negative behavior and consequences that may follow.<\/p>\n

9. Recognize your personal limitations.\u00a0 Ask for help!<\/p>\n

10. Consider using de-escalating techniques such as breathing and meditation.\u00a0<\/p>\n

11. Avoid using aggressive communication both verbally and nonverbally.\u00a0<\/p>\n

12. Acknowledge when a disruptive child is displaying positive traits, behaviors, and attitudes. Do not avoid complimenting a disruptive child.\u00a0 Reinforce positive behaviors, attitudes and perceptions<\/em>.<\/p>\n

13. Be an advocate for all children.\u00a0<\/p>\n

As a teacher or school administrator, we should work towards the best interests and outcomes for all students.\u00a0 All-to-often, children who are disruptive are considered a nuance and a distraction. By the time a child enters disciplinary action, their teachers and school administrators are looking for strategies to curtail the child\u2019s negative behaviors, rather than seeking to illuminate the positive in the life of the child.\u00a0 We forget to acknowledge the child\u2019s worth and goodness. It is important that both occur simultaneously, allowing for action to occur to correct the negative behavior, while uplifting the child\u2019s worth and goodness.\u00a0 Sadly, children who are problems in the classroom rarely gain \u201cpositive\u201d feedback because of their disruptive behaviors.\u00a0 This strategy frequently backfires instilling into the child a sense of worthlessness.\u00a0<\/p>\n

Children thrive upon positivity. \u201cThe key to changing things often turns out to be interrupting the cycle by catching a disruptive child behaving appropriately<\/em> and heaping on positive attention\/rewards for even rare praiseworthy behavior.\u201d (Brodkin, 2012, Online)<\/p>\n

REFERENCES<\/p>\n

Braman, O. R. (1997) The oppositional child<\/em>. Indiana: Kidsrights<\/p>\n

Brodkin, A. M. (2012) Hot topics: Managing disruptive behaviors in the classroom. Retrieved March 10, 2012 from http:\/\/www.scholastic.com\/teachers\/article\/hot-topics-managing-disruptive-behaviors-classroom<\/p>\n

Butler University (2012) Addressing classroom disruption. Retrieved March 11, 2012 from http:\/\/www.butler.edu\/student-conduct\/disruptive-behavior\/<\/p>\n

Grant, T. (2011) Statistics Canada to stop tracking marriage and divorce rates. Retrieved March 11, 2012 from http:\/\/www.theglobeandmail.com\/news\/national\/statistics-canada-to-stop-tracking-marriage-and-divorce-rates\/article2104401\/<\/p>\n

Seligman, M. E. (1995) The optimistic child, A revolutionary program that safeguards children against depression and builds lifelong resilience.<\/em> New York: Houghton Mifflin Company<\/p>\n

The University of Wisconsin (2012) Addressing disruptive children behaviors: A guide for instructors Retrieved March 9, 2012 from http:\/\/students.wisc.edu\/saja\/pdf\/Handling%20Classroom%20Disruptions1.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"

The classroom is a rapidly shifting and volatile environment.\u00a0\u00a0 \u201cIt is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor (teacher), and the general goals of academic freedom are maintained.\u00a0 Occasionally, faculty members find that they can not provide effective classroom instruction […]<\/p>\n","protected":false},"author":1001014,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[21],"tags":[576,577,578,276,579,580,581,329,582,513,583,584,413,515,585,264,586],"class_list":["post-5417","post","type-post","status-publish","format-standard","hentry","category-parentingchildrenandtheclassroom","tag-add","tag-adhd","tag-attitudes","tag-classroom","tag-conduct-disorder","tag-discipline","tag-disruptive-behaviors","tag-dr-asa-don-brown","tag-haughty-attitudes","tag-misperceptions","tag-ocd","tag-oppositional-defiant-disorder","tag-perceptions","tag-positivity","tag-students","tag-teachers","tag-treatment"],"acf":[],"yoast_head":"\nManaging Disruptive Behaviors in the Classroom - 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