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.

Instructional Vampires

After three years in retirement I was asked to take a positions as an interim Principal for about six weeks. I was hesitant but exited of getting back to some stimulating interaction with other professional educators. I figured that it was just like being a grandparent; your grand children come to visit for a while but them you give them back to their parents. Right?


I made it a point to visit the school and principal before she went on leave. I wanted to know what were her priorities, concerns and I wanted to reassure her that I would take good care of her students, staff and school.

The most difficult part for me was getting used to LA freeway traffic again, but after a few adjustments in routes and timing I got it under control.

The first thing I needed to do was to meet the parent and staff. My mornings were taken up greeting students at arrival to school, being accessible on the yard at recess and lunch periods, visiting classrooms through out the day. This gave me an insight into the culture of the school.

Fortunately I was very familiar with the instructional programs in reading, math and English Language development used in this District. I asked the instructional coaches to provide me a set on teachers guides for each grade level to take along on my classroom visits. It was important to get to get a sound footing and gage if all teachers were following the programs and pacing plans and preparing their student's for their quarterly assessments. I reviewed the student's data, formulated and prioritized my course of action.

After my first week on the job I had a very good idea of what needed to be done; I could either sit in the principals office and wait for problems to come to me, pass half of them to the assistant principals or I could seek out the needs and work towards solving them. I chose the latter

I quickly identified a number of school and classroom activities which take up too much time out any school's instruction. I baptized them Instructional Vampires these are constant procedures that need to be completed to meet adult agendas, if left unchecked they will suck the life out of your instructional program. Lets discuss a few:

Morning business - teachers take as much as 10 minutes taking attendance each morning. They call the student's name wait for the answer "here" this is repeated 24 times daily. After attendance is taken the cards are sent to the office with two students who in turn take five minutes before returning to class. Next; flag salute, collecting homework, sharpening pencils, etc. by the time the teachers starts a reading lesson as much as 20 minutes of instructional time have been wasted. 20 minutes X 24 students=480 minutes lost in one classroom each morning before instruction begins.

What's a teacher to do!

A successful teacher know that he/she must teach procedures at the beginning of the school year. Attendance procedures; Have the attendance cards placed along the chalk rails, when students c0me in each student picks up his/her card and puts it in the office envelope. Card left on the rail are absentees. Notes from parents regarding previous absences are also put in the attendance envelope, the office will record excuses. As the class goes out for recess a student monitor takes the cards to the office then proceed to the designated play area.

Homework: After each lesson given you know what homework will be going home simply drop it in the "homework box", students will automatically pick their homework assignment from the box at dismissal time.

Returned homework: Have a designated "returned homework box" perhaps different color from the homework going home box, where students simply drop in their papers upon entering the classroom. When you get ready to check the work just pick up the box take it to your desk and go through their work.

Pencils: Have student sharpen their pencil a minute before lining up for dismissal Placed the sharpened pencil in the pencil box. Then you will all be ready in the morning.

Flag salute: it's more meaningful to have a lesson on the meaning and reason why we pay homage to our Country's flag once that is learned, if you wish, have the flag salute on Mondays only.

Following these simple procedures will give you at least 15 added minutes of instruction each day.

If you are familiar with some instructional vampires, share with our readers how you got rid of them. And how you increased you instructional time.

Stay tuned.