How can you manage difficult student behavior?

I agree - behaviour boundaries clearly defined are a pre-requisite to the management of difficult student behaviour in one’s classroom. I would emphasise the importance of student agency in the collective negotiation of classroom rules and expectations. For this to occur, students should be included in a co- creation and revisionary role. Furthermore, in the application of consequences for breaking agreed classroom rules, provision ought be made for the diversity of circumstance of students. This can be problematic in practice as different students differing social/emotional/mental preparedness can necessitate flexibility in the application of consequences. This can create the appearance of inconsistency, thereby creating other challenges.

It is foundational to establish clear rules and expectations at the start of the school year. A best practice is to keep them 5 or less, positively worded, and applicable to all situations. For example, "Be respectful in your words and actions." Additionally, when rolling out rules, it is critical to work through examples/non-examples with students to ensure they have a clear understanding of them. Finally, highlight the rewards and consequences, how they are earned and how they connect to the rules.

Communicating that you and all staff will always give students an opportunity to get instant support when feelings of anxiety start to develop. Anxiety in its manner forms is the initial internalised behaviour you may not instantly see as an observer. Encouraging students to communicate this is key to stopping behaviours escalating by offering early support.

Teachers should talk to students with a kind and caring voice with empathy every day. It creates a positive and supportive learning environment. When students feel respected and cared for, they are more likely to be engaged and motivated in their learning. It helps students develop a positive self-image. When students are spoken to in a kind and caring way, they learn that they are worthy of respect and support. It builds trust and rapport between students and teachers. When students feel that their teachers care about them as individuals, they are more likely to open up and share their thoughts and feelings. When students see their teachers modeling empathy and compassion, they learn that these are important qualities to have.

From the first day, outline what is acceptable and unacceptable behavior. Have students participate in creating classroom rules to give them ownership and understanding of these expectations.

I would say that the first step to encouraging healthy relationships is based on establishing mutual rapport within others who you interact with and also an “emotional state” to deescalate back to should behaviours escalate. This establishes a solid foundation to build up a relationship scaffold. Only once this important step is complete can you develop the mutual shifts towards positive behaviours more aligning closer to each other.

I have found that building trust in the relationship, alongside an understanding of the YP circumstances, builds mutual respect. This, in turn has led to positive attitudes towards work and behaviour. In my experience C&YP want to feel heard and like they have control in their life. If we offer support and choices that have an element of control for them, they trust us to guide them.

Understand your students and their backgrounds. Connect with them individually. A student is less likely to act out if they feel you genuinely care about them.

This is mostly the way I deal with difficult behaviour. I mostly use positive reinforcement...I also prevent bad behaviour by taking the mind of my student from it before it happens by give him a task, a motive to do something in the class or by helping me with something I do. I also believe that a teacher cannot deal with bad behaviour by acting with bad behaviour himself...a child that behaves badly is mostly the one that is fed up with bad behaviour towards him by others.

Show genuine interest in your students, actively listen, and express empathy. - Be approachable, open, and non-judgmental. - Communicate effectively, both verbally and non-verbally. -Demonstrate reliability and trustworthiness. Foster a positive and inclusive atmosphere. -Acknowledge and appreciate others' contributions. Invest time in getting to know people personally. -Resolve conflicts respectfully and constructively. -Building positive relationships requires consistent effort and mutual respect.

I've found all these listed strategies helpful. I think something that can be neglected is the importance of using the time in between episodes of challenging behaviour to help the individual develop their skills in emotional regulation. Managing the environment around a person is one thing, but supporting them to develop skills to manage situations that challenge them is another. We are all less able to use our prefrontal cortex at times of heightened distress, and we also experience strong emotions, so these are not the best times to learn positive coping strategies. Learning and practicing emotional regulation skills should be part of the regular daily routine, so they are embedded enough for the individual to draw on when needed.

I love all these strategies. I have found developing a calming corner in the room helps(rocking chair, bean bag, figit toys). I set a timer but it gives them time to reflect & deescalate. If they can write have them complete a simple zones of regulation sheet about their feelings. If the behavior is too escalated have a designated spot to walk to like a bench, sit silently for a bit until they down some. Start small talk then see if you can find out what caused the issue. Dont press it. I work with special needs students. Strategies are adaptable & many more. Lower students use picture cards AAC devices. Connect with them! Trust goes along way everywhere in life

Seat disruptive students close to the teacher or away from friends they often chat with. Use engaging teaching methods to keep students interested and reduce off-task behavior.

Ask them ahead of time to help! Have snacks for kids who may not have had anything to eat. Talk individually with student..get to know them!!?????????

Establish clear expectations and rules from the start. Implement a proactive classroom management plan to prevent issues. Build positive relationships with students to understand their needs. Differentiate instruction to accommodate diverse learning styles. Incorporate engaging activities to keep students focused. Use positive reinforcement for desired behavior. Address problems early with individualized interventions. Collaborate with colleagues and involve parents in the process. Continuously assess and adjust strategies based on student progress.

If we look at what behaviours are being shown beyond the anxiety state, the next behaviour shown is usually refusal followed by acting out . Using the above statements will help alongside being directive towards the student during the stage of refusal. Give them an out as well by suggesting the natural consequences of their actions, not the one you may not carry out. No ultimatums.

Reacting emotionally can escalate situations. Approach disruptive students calmly, using a neutral tone. If a student is consistently disruptive, pull them aside for a private conversation rather than addressing it in front of the entire class. This can prevent embarrassment and defensiveness. If you're struggling with a particularly challenging student or situation, seek advice from colleagues, counselors, or administrators.

Stay calm and composed, avoiding emotional reactions. Use a neutral tone and body language. Listen actively to understand their perspective. Acknowledge their feelings without endorsing disruptive behavior. Set clear boundaries and consequences calmly. Encourage open communication about concerns. Offer support and alternative solutions. Maintain respect even when addressing issues. Seek professional guidance if needed. Consistent calm responses help create a positive and constructive environment.

This is where the natural consequence of a behaviour may become apparent to the student. Feelings at the stage will be strained, relationships damaged. Particularly if the behaviours escalated to acting out and loss of control. This may have led to physical involvement with others or self harm. Helping the person to not harm themselves or others can be done along side saying to them that they are safe and free to have their emotions spill out safely as long as people and objects around them are also safe. Physical intervention maybe be needed, this can be a highly positive way of helping the student regain control of their own emotions. Priority after a students loses control is re-establishing mutual rapport and offering support.

If a student's behavior continues to be a problem, involve their parents or guardians. A parent-teacher partnership can be crucial in addressing and changing negative behaviors.

Recording triggers and behaviours, sharing with others, develop strategies at each level of emotion to support, direct, help keep safe, a establish mutual rapport. A change of person at a key stage maybe all that’s needed in the future. Therapeutic intervention and support that is aligned after a comprehensive analysis will always result in better outcomes for the student and the staff and others in the students life.

Sometimes, a strategy that worked at the beginning of the year might not be effective later on. Be willing to adjust and try new approaches. Teaching can be stressful. Engage in self-care practices outside of school to ensure you're mentally and emotionally ready to handle challenging behaviors.

Consistently follow up on agreed-upon actions or consequences. Provide timely feedback on progress and areas for improvement. Reinforce positive behavior with recognition or rewards. Address concerns promptly and transparently. Communicate with parents or guardians to maintain a collaborative approach. Adjust strategies based on ongoing assessment. Demonstrate reliability in fulfilling commitments. By following through consistently, you establish accountability and reinforce a sense of responsibility in difficult students.

It is important to build a connection with the student(s). When working with students with difficult behaviors, I like to observe the student(s) in classes, with their friends or peers, and in the activities that they participate in. I also like to talk with the student(s) and engage them in activities in order to try to figure out their story in a sense, as well as to set boundaries. There is always and underlining issue that is the result of the behavior. It is just figuring it out. Once the issue is figured out, then the strategies are applied with positive reinforcement, in order to assist the student with coping and being successful individuals within their daily and school life.

Motivation is a factor. I ask students, "Why are we here? Why are we learning this?" We have a lot of discussions about this. I sometimes emphasise the effect disruptive behaviour has on their peers, who want to learn. I ask the other students how they feel about it, and they do not like it. Often, disruptive students feel insecure and need encouragement, praise, recognition and help with their work. Find their talents. For example, one student tends to wander about the classroom, cry about broken pencils and his writing is illegible, but he reads very well, with confidence and expressiveness. So, I ask him to read aloud and encourage other students to read with the same volume and fluency. Then he feels more valued and included.