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If this is new, there’s probably a reason. My goal would be to figure out what that reason is without making the office their escape plan.
Rising Star
I agree that new behaviors usually indicate some kind of changes. A couple years ago we had a student who started acting out. Come to find out, his mom had married over the Winter Break, and now there is a blended family of 8 kids, a move to a different house, and shared sleeping quarters.
In addition to the other great suggestions—Did you begin a new unit recently which challenges or intimidates the student?
Rising Star
Ohhhh, this is a good possibility. Some of my students get really antsy when we are working on something they don't like.
When I was in the classroom, I put disruptive students on the left front desk with an empty desk -- or two -- around him/her. Applying my hobby of "dog whisperer" to the situation, I would be sure to give the child a candy bar or sucker, with instructions to only eat it at recess or when they got home. It may be that this student wants some extra attention that he is not getting at home. I had one 2nd grader who had a "biological accident" in class. We sent him home to change clothes and give him some space from his embarrassment. Unfortunately, he would have two or three such incidents each week because he wanted to go home. I had a dog owner client whose terrier had a similar problem. He would swat the dog with a newspaper and put him outside. It wasn't long before the terrier added shredding the newspaper all over the front yard to his list of foibles. Ask the school counselor or social worker or behavioral interventionist to speak with your problem child. There may be issues at home.
Rising Star
I believe with the issues at home or even outside of our classroom. I had a student who was excellent in 6th and 7th grade. During the last grading period of 8th grade, he started acting out in all his classes, and his Hallway behavior was atrocious. Finally, he admitted to the counselor that he was trying to get kicked out of our school so he could transfer to the school where his best friend had moved to during the 3rd quarter. When his mom was brought in for consult, she tore into him and let him know that he was losing all privileges and extra sports if he didn't change. A turn around happened almost immediately. He graduates from High School this year, and has several full-ride scholarship opportunities. When he sees me or other teachers, he always runs up to us and tells us that he is grateful that we didn't give up on him.
These are some things I have used somewhat successfully at the middle and high school levels.
Make a contract with a student. If they behave to a certain standard fit a certain period of time (all spelled out rather precisely), they get sine sort of reward. Could be a seat they want, a jolly rancher, a homework pass, a call home that is a happy call, depends on the student. I post it where they can be reminded of it, but nobody else can read it. Sometimes I might have to gesture towards it silently as a reminder. This can work.
I have written the referral and put it in my bulletin board as a reminder of the imminent consequences.
I have sat with the kid and the seating chart and planned out where they could sit for a minimum of disruptions. This includes a discussion of what is causing this behavior and why I can't have it
Rising Star
It is amazing when a student meets you halfway, and does a complete turn around. I like your ideas.
I do not believe in rewarding disruptive behaviors with treats; however, I DO reward positive behaviors with treats, and I have no problem with the disruptor feeling left out. Now ALL of my students are in groups that I change at will. Students know consequences for not completing work, so they will shut down a disruptor. I also have “In the Hall NOW” chats with the perpetrator to discuss what is the TRUE issue. Let’s be clear; I establish SOME sort of relationship with my students from day one. Often, it’s something I have not considered; “I can’t READ!” “I didn’t get breakfast (or lunch or both) because my bus was late/didn’t come.” “I walked to school.” (Student dripping wet AND hungry AND cold.)
IF no intervention on his or her peers, myself, OR the parent I called (I don’t care if they’re “at work”; SO AM I.), I write a referral because “The needs of the many outweigh the needs of the few or the one.” (Star Trek). I then call security to escort the disruptor to ISS (They or admin come immediately because they know it must be serious if I called.).
I don’t know what you will glean from this, but MY prime directive is to NOT allow the majority to be slighted for ANY reason, and until districts stop pushing meaningless testing down our maws, my hands are strapped to my sides.
Rising Star
I love having Faronics still installed on my desktops. I can send messages to certain students. If a certain number of students are behaving and making good choices, I can send them a message for a "Gimme 5" Reward. They get 5 minutes for a game, reading, or coloring on our class calendar. When the misbehaving students ask why they didn't get the "Gimme 5", I just remind they had the same opportunity for positive behavior.
Rising Star
If it is a child you have already made a connection with, they may just need a bit of conversation. I try to give them the opportunity to talk to me in the hall, or stay during passing period for a couple minutes to "ask" them something. During that time they usually share what's going on. If there is no connection I ask student services or the counselor to step in to make sure there is nothing going on. Sometimes a teacher they have a connection with, can also step in to talk with the student.