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Case: Student is disruptive in Class I teach in a class where students have me for a Reading, Writing, and Civics teacher and my colleague for Math and Science. We have a student who is very disruptive in class and often talks about things that are not on topic. Our class sits in groups of four, some groups have five; he is the fifth student in a group. Not only is my colleague getting upset with his behaviors, his classmates are, too. I have tried proximity, eye contact, and reminding the student that he is not on topic to discourage his negative comments, but he persist. Do you have any suggestions in dealing with him? My colleague wants to move him to a self-contained ESE classroom because he is too disruptive. He has a 504 plan, but his parents deny he has any issues. I am trying to combat this for the sake of the child, while maintaining a positive learning environment for all. Solution: (Rates are posted for this solution!) Even though this student has a 504 plan, I do not see any need to recommend him for a self-contained ESE class. There a multiple strategies you as the teacher can use to get this student on track. One way you could see if the student may work differently under different circumstances is to switch up your groups. Instead of having groups of four, and some groups of five, you could re-work the groups to make a majority of the groups contain five students and have one group of three or four students. This student could then be placed in this smaller group with students who he might be more compatible with. A smaller group with different students could even end up putting him a position where he could take a lead role in the group, instead of just being an "extra." I feel it is also important to conference with this student, even before contacting his parents, to maybe dig deeper into why he is having issues with staying on task and what is causing his inattention. After gaining an understanding of what is going on with your student, you could create a private behavioral contract with him where both of you come up with solutions to improve his behavior, incentives for following this contract, and consequences for when he does not comply. He then needs to understand that this applies not only to you, but to the co-teacher as well and the same rules and consequences apply. After you have communicated with your student, then contact his parents and let them know what you have discussed with him. Inform them of the behavioral contract you came up with together, what they can do to help reinforce this contract and appropriate behavior, and what to expect if he does not follow the conditions of the contract. This way all parties know what to expect and everyone can be held accountable. |
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