Do you have classroom disruptors?

In every school in which I have ever worked, I have always encountered students whom teachers identified as classroom disruptor or problem students. These students disturb other students or classroom instruction on a number of ways. When called upon they give absurd or silly answers almost always followed by laughter, they drop books, make noises, pass notes. They bother students who are busy at work or create arguments. At times these students can become aggressive. Therefore the sooner you address these students, the sooner you'll be able to manage their behavior and teach.
In order for a teacher to work towards changing this behaviors, she/he must recognize that these type of students have some needs that aren't being met. They are seeking attention and successful experiences. More often than not, they have trouble getting along with their parents, siblings and friends because they find it difficult to compete or lack confidence. That is why it's important for a teacher to understand how to best deal with the disruptor. A teacher can not respond to this student's inappropriate behavior by rejecting him or her. They have been dealing with rejections for years. Rather, give them responsibilities which will will force them to have a closer involvement with you.
In your daily planning, you need to provide positive experiences to meet the students primary needs: achievement as well as the secondary need, social status. On-going open communications with parents and active listening to the student will help you respond to the students underlying feelings in influential ways.
Be aware that getting these students to talk rationally when counseling will be difficult. They will usually be quiet until you give them a way out by asking "What can you do about this?" "How can we handle the situation?" "How would you handle this problem?" Your goal is to produce constructive dialogue instead of obstinate silence. These students must be able to experience success. When counseling students much success is gained not by what you say, but by how you phase it, for instance, "John come and sit sit by my desk" is not as effective as "John, please sit here by my desk where I can help you more easily" by adding a benefit to the phrase makes it more affective and you ll create better relationships. Keep in mind you are teaching not only the academics but also teaching your students to have success and improving both classwork and relationships. Remember teachers... all activities in your classroom require good management and problem students are no exception. The best way to reduce behavior problems is by preventive maintenance, action on your part is always necessary in solving them. Finally keep in mind when you send the disruptor to the Principal's office with out planning for their success and improvement you have lost the student, not only in his/her eyes but in eyes of the rest of the students. They will all know that you have given up on one student and you might give up on them all. They will quickly realize that someone else, not their teacher, is in charge of their behavior.The result of this tragedy is that they will more than likely cause more problems is your classroom.

I advise you don't give up on your disruptor. If you need help ask your principal for assistance it's his/her job to assist, not to take over. Never let your students know that you are not in charge. Years into the future these students will be the ones who will remember you with warm thoughts and respect because you cared. You... their teacher.