A struggling student disrupts your lesson. How will you regain control and support their learning?

Maintaining composure when faced with classroom disruptions is a powerful tool for supporting students. I've found that staying calm in challenging situations allows me to see beyond the surface-level behavior and address the root causes of a student's struggles. My approach typically involves pausing the lesson briefly and speaking privately with the student. With this approach, students who once seemed intent on derailing the class may be more open to revealing the underlying issues driving their behavior - whether it's troubles at home, academic frustrations, or social challenges. A calm approach creates an environment where students feel safe to express their needs, and this is the first step towards helping them succeed.

Address the disruption calmly to prevent escalation. A composed demeanor helps maintain authority and minimizes further disruption.

During a lesson at Unacademy, a student’s frustration led to a disruption. I stayed calm and took a moment to assess their needs. Realizing they were struggling with the content, I adjusted my teaching strategy, breaking down concepts more simply. By encouraging engagement and offering additional support, I helped them regain confidence and refocused the class.

Consider, are they disrupting the learning of others, or just the plans you had? Is it possible to adjust the task or approach e.g. dividing them into smaller groups - rather than independent working - may allow you to give that student more direct support, as their disruption may be fueled by feeling alone. Is it possible to adjust the narrative? Perhaps if they're being outspoken, facilitating students engaging in a debate or presentation about the topic could support re-engagement, allowing the 'disruptive' behaviour to be functional. Identify: are they the only student who is struggling or are they the only one making it (in-/)directly known? Consider the pace at which you're moving through the lesson, perhaps it needs more time?

Determine if the student’s behavior is a result of frustration or a lack of understanding. Understanding the root cause helps in addressing their needs effectively.

O sentido de pertencimento é um dos principais pontos de motiva??o para a aprendizagem. Promover a integra??o do grupo todo e fazer atividades em pequenos grupos pode ajudar n?o só aqueles que têm dificuldades, mas todos se beneficiam.

Das klingt ganz phantastisch, ist jedoch weit weg von der Realit?t vieler Lehrkr?fte, die 30+ Kids in einer Klasse haben mit vielf?ltigsten Bedürfnissen (bescheinigt & unbescheinigt), 8 Std hintereinander, unterschiedl. Gruppen. Viele Lehrkr?fte sind ohnehin am Limit. Ihr Material noch weiter zu differenzieren und den "Fehler" bei ihnen suchen, kann nicht die (einzige) L?sung sein. Wenn ein Kind immer wieder st?rt, finde ich es wichtig, das Gespr?ch zu suchen und zu ergründen, was wir BEIDE tun k?nnen, damit es besser mitarbeiten kann. Es gibt aber auch Situationen, in denen ich sehr deutlich sage, dass etwas st?rt. Meine Erfahrung ist, dass viele St?rungen aus Langeweile oder sogar Versehen passieren, oder um eine Bühne zu bekommen.