Management Strategies
Misbehavior:
The student engages in conversation during class with other students.
Strategy:
There are several strategies that I would use in this situation. First, I would implement proximity to get the student to stop talking. This is an effective strategy because it is nonverbal, so that the student is not called out in the middle of class. It also doesn’t disturb the learning of the other students. Next, I would casually drop his name into my lesson, for an example or to read something on the board. I wouldn’t ask him a specific question, because that will put him on the spot; however, if he hears me say his name in an example, he will focus his attention back to the instruction. If the chatting still persists, I will assume it has something to do with the students he is seated next to, so I will consider changing the seating arrangement so that he can’t engage in conversation with his friends during class.
Misbehavior:
The student refuses to do classwork.
Strategy:
First of all, I would assess whether it is a recurring behavior, or specific to that day for the student. If she does not normally refuse to do work, then I will know that something is going on with her that day and will quietly approach her and see if there is something wrong or something I can do for her. Some students just need a break once in a while, and I will give it to them. On the other hand, if this is a recurring misbehavior and the student actively refuses to do classwork, then I will first talk to her after class and ask her if there is anything I can do to make her more engaged during class. I would implement more group work, to encourage the student to participate more. I will also try to create hands-on, engaging class activities so that the students are up and moving and are less likely to become bored or uninterested.
Misbehavior:
The student makes rude comments and uses profanity in the classroom.
Strategy:
I will begin the school year by doing various community building activities so that the students can get to know each other. Also, my students and I will create a set of classroom expectations together so that we are all on the same page on what is expected in my classroom. I will tell them that I do not tolerate rudeness or disrespect right from the start, so that they understand what is expected of them. In addition, I will make my classroom a comfortable environment to share ideas and thoughts. Having high standards for my students and creating a community in my classroom should help prevent most disrespectful comments from happening. However, if one of my students constantly disrespects others in my classroom I will instantly tell him that he is being rude and that it needs to stop. I will then talk to him outside of class and go over my expectations with him. I will tell him that I want him involved in the learning, but that can’t happen until the comments cease. I will also contact his parents so that he receives support at home for using positive behaviors in the classroom.
Misbehavior:
The student does not complete assigned homework.
Strategy:
I plan to give my students frequent updates on missing work, so that they know where they stand in my classroom at all times. I will create an area of my classroom for missing work to be handed in and for extra handouts, if a student missed class. If a student is constantly coming to class without her homework done, I will have a meeting with her after school to inform her on how behind she is and let her know what she can do to make it up. In addition, I will call home and inform the parents of the issue so that they can keep track of my student’s work every night, as well. I will develop a system between the parents and myself, so that they are aware of all the work that is due the next class time. For example, I could write the assignments in the student’s planner, so that the parents can view it when they come home from school. Another way to keep the parents up on what is due would be to email them every day of the assignments, or post them online where they have access to them. Keeping the parents or family members involved in this process will have the most benefits because the student will be encouraged both in and out of school to keep up on her work.
Misbehavior:
The student has anger management problems and can frequently have loud outbursts during class.
Strategy:
First of all, I will get to know this student as much as I can so that I understand what most triggers his anger. I will also observe how the student behaves before an outburst so that I can identify warning signs. I will tell this student that I am on his side and want to help him reduce his anger as much as possible so that he can participate in all classroom activities. I will give him the option to quietly excuse himself from the classroom if he ever feels uncomfortable or angry, in order to prevent it from happening more often. However, when he does leave the classroom, I will give him a specific time limit to cool down so that he doesn’t abuse this power. I also plan to have a relaxing area in my classroom, like a reading nook or a couch that students can go to when they need to remove themselves from a situation. This way, they are learning to manage their emotions before they get too far, and will still be in the classroom and can quickly join in on the learning again.
Misbehavior:
The student acts out to get the teacher’s attention by shouting out, asking for help, leaving their seat, etc.
Strategy:
When a student acts out for attention, it is best to implement the planned ignoring strategy. I would make sure to reinforce the student’s positive behaviors by providing immediate positive feedback when the student is exhibiting desired behaviors; however, when she misbehaves, I will act as if it isn’t happening. This strategy is useful because the student gets the attention she needs from her positive behaviors, and gets a lack of attention when she is misbehaving, so she begins to show more of the positive behaviors because that’s when she’ll get more of a response from me.
Misbehavior:
The student constantly asks to leave the classroom for a bathroom break, drink of water, etc.
Strategy:
With this misbehavior, I can’t expect the student to go from 100 to 0 instantly. I must work toward reducing the amount that the student asks to leave the classroom. First I would speak with the student and find out what makes him want to leave the room so often. I would adjust my instruction to meet the needs of this student, so that he is more engaged in the class and wants to leave less. For example, I would create more group activities to give the student more opportunities to socialize with peers. In addition, I would incorporate more movement into my lessons, to give this student a way to get out their extra energy that he has built up. In addition to this, the student and I would agree on a number of times he is allowed to leave the class each day and I would trust him to decide when the best times are for him to leave. After a while, we would begin to reduce this number until he is able to self-manage his need to leave.
The student engages in conversation during class with other students.
Strategy:
There are several strategies that I would use in this situation. First, I would implement proximity to get the student to stop talking. This is an effective strategy because it is nonverbal, so that the student is not called out in the middle of class. It also doesn’t disturb the learning of the other students. Next, I would casually drop his name into my lesson, for an example or to read something on the board. I wouldn’t ask him a specific question, because that will put him on the spot; however, if he hears me say his name in an example, he will focus his attention back to the instruction. If the chatting still persists, I will assume it has something to do with the students he is seated next to, so I will consider changing the seating arrangement so that he can’t engage in conversation with his friends during class.
Misbehavior:
The student refuses to do classwork.
Strategy:
First of all, I would assess whether it is a recurring behavior, or specific to that day for the student. If she does not normally refuse to do work, then I will know that something is going on with her that day and will quietly approach her and see if there is something wrong or something I can do for her. Some students just need a break once in a while, and I will give it to them. On the other hand, if this is a recurring misbehavior and the student actively refuses to do classwork, then I will first talk to her after class and ask her if there is anything I can do to make her more engaged during class. I would implement more group work, to encourage the student to participate more. I will also try to create hands-on, engaging class activities so that the students are up and moving and are less likely to become bored or uninterested.
Misbehavior:
The student makes rude comments and uses profanity in the classroom.
Strategy:
I will begin the school year by doing various community building activities so that the students can get to know each other. Also, my students and I will create a set of classroom expectations together so that we are all on the same page on what is expected in my classroom. I will tell them that I do not tolerate rudeness or disrespect right from the start, so that they understand what is expected of them. In addition, I will make my classroom a comfortable environment to share ideas and thoughts. Having high standards for my students and creating a community in my classroom should help prevent most disrespectful comments from happening. However, if one of my students constantly disrespects others in my classroom I will instantly tell him that he is being rude and that it needs to stop. I will then talk to him outside of class and go over my expectations with him. I will tell him that I want him involved in the learning, but that can’t happen until the comments cease. I will also contact his parents so that he receives support at home for using positive behaviors in the classroom.
Misbehavior:
The student does not complete assigned homework.
Strategy:
I plan to give my students frequent updates on missing work, so that they know where they stand in my classroom at all times. I will create an area of my classroom for missing work to be handed in and for extra handouts, if a student missed class. If a student is constantly coming to class without her homework done, I will have a meeting with her after school to inform her on how behind she is and let her know what she can do to make it up. In addition, I will call home and inform the parents of the issue so that they can keep track of my student’s work every night, as well. I will develop a system between the parents and myself, so that they are aware of all the work that is due the next class time. For example, I could write the assignments in the student’s planner, so that the parents can view it when they come home from school. Another way to keep the parents up on what is due would be to email them every day of the assignments, or post them online where they have access to them. Keeping the parents or family members involved in this process will have the most benefits because the student will be encouraged both in and out of school to keep up on her work.
Misbehavior:
The student has anger management problems and can frequently have loud outbursts during class.
Strategy:
First of all, I will get to know this student as much as I can so that I understand what most triggers his anger. I will also observe how the student behaves before an outburst so that I can identify warning signs. I will tell this student that I am on his side and want to help him reduce his anger as much as possible so that he can participate in all classroom activities. I will give him the option to quietly excuse himself from the classroom if he ever feels uncomfortable or angry, in order to prevent it from happening more often. However, when he does leave the classroom, I will give him a specific time limit to cool down so that he doesn’t abuse this power. I also plan to have a relaxing area in my classroom, like a reading nook or a couch that students can go to when they need to remove themselves from a situation. This way, they are learning to manage their emotions before they get too far, and will still be in the classroom and can quickly join in on the learning again.
Misbehavior:
The student acts out to get the teacher’s attention by shouting out, asking for help, leaving their seat, etc.
Strategy:
When a student acts out for attention, it is best to implement the planned ignoring strategy. I would make sure to reinforce the student’s positive behaviors by providing immediate positive feedback when the student is exhibiting desired behaviors; however, when she misbehaves, I will act as if it isn’t happening. This strategy is useful because the student gets the attention she needs from her positive behaviors, and gets a lack of attention when she is misbehaving, so she begins to show more of the positive behaviors because that’s when she’ll get more of a response from me.
Misbehavior:
The student constantly asks to leave the classroom for a bathroom break, drink of water, etc.
Strategy:
With this misbehavior, I can’t expect the student to go from 100 to 0 instantly. I must work toward reducing the amount that the student asks to leave the classroom. First I would speak with the student and find out what makes him want to leave the room so often. I would adjust my instruction to meet the needs of this student, so that he is more engaged in the class and wants to leave less. For example, I would create more group activities to give the student more opportunities to socialize with peers. In addition, I would incorporate more movement into my lessons, to give this student a way to get out their extra energy that he has built up. In addition to this, the student and I would agree on a number of times he is allowed to leave the class each day and I would trust him to decide when the best times are for him to leave. After a while, we would begin to reduce this number until he is able to self-manage his need to leave.