Behavior Management | How to Handle Disruptive Behaviors in Your Classroom

Summary

In this video, Michele Holliday, founder of Feed Their Needs, offers strategies for managing disruptive student behaviors in the classroom. She emphasizes the importance of redirecting behavior quickly using simple, action-oriented responses. Holliday also highlights the role of a positive classroom environment in reducing misbehavior and stresses the need to understand the 'why' behind disruptive actions. She encourages teachers to offer alternative behaviors and strategies such as behavior contracts or individual behavior plans, all aimed at fostering a more productive and respectful classroom atmosphere.

Takeaways

• 😀 Redirect student behavior quickly by focusing on what students should be doing rather than addressing the misbehavior itself.
• 😀 Prepare 1 to 3 quick responses to use in the moment, such as 'enough talking' or 'get focused,' to maintain classroom flow.
• 😀 A serious voice and facial expressions signal to students that you expect compliance and focus when redirecting behavior.
• 😀 A well-organized and structured classroom environment can significantly reduce disruptive behavior by promoting order and consistency.
• 😀 Audit your classroom environment regularly to identify areas of chaos, disorganization, or lack of routines that may contribute to student misbehavior.
• 😀 If disruptive behavior persists, try to understand the underlying cause (e.g., avoidance, attention-seeking, power struggles) to address the root need.
• 😀 Observe patterns in student behavior by analyzing what happens before, during, and after the disruption to identify triggers and motivations.
• 😀 Provide replacement behaviors that students can use to meet their needs without disrupting the class, such as offering breaks or choices.
• 😀 Use behavioral contracts or an individual behavior plan for students who need more structured support and accountability.
• 😀 Consistently apply classroom management strategies, including redirection, environmental checks, and targeted support, to minimize disruptions and build a positive classroom culture.

Q & A

What are the main reasons teachers struggle with addressing disruptive behaviors in the classroom?

The main reasons teachers struggle with addressing disruptive behaviors are a lack of confidence in their ability to handle the situation and uncertainty about what to say in the moment to stop the behavior.

Why is it important to focus on redirection instead of asking students why they are misbehaving?

Focusing on redirection instead of asking why a student is misbehaving helps quickly return the student to productive work. The goal is to guide the student back on task without getting caught in a conversation about their behavior.

What is a Call to Action (CTA), and how is it useful in managing disruptive behaviors?

A Call to Action (CTA) is a direct statement instructing students on what behavior to exhibit instead of the disruptive one. For example, 'Get back on task' or 'Pencils in your hand.' This approach works better than focusing on the misbehavior because it gives students a clear, positive directive.

How can teachers prepare themselves to respond to disruptive behaviors effectively?

Teachers can prepare by having one to three pre-established phrases ready to use when disruptive behavior arises. These phrases should be simple, direct, and focused on what the student should be doing rather than what they should not be doing.

What impact does classroom environment have on student behavior?

A well-organized, structured classroom environment significantly reduces the likelihood of disruptive behavior. Students are more likely to engage in positive behavior when routines are consistent and the physical space is orderly.

How can teachers improve a chaotic or disorganized classroom environment?

Teachers can start by auditing the classroom environment, identifying areas that need improvement, and focusing on one area or routine each week to organize or refine. Gradual improvements can lead to a more structured environment that supports positive behavior.

What are some signs that a student’s disruptive behavior might be a form of communication?

A student’s disruptive behavior might communicate that they are avoiding a task, seeking attention, or trying to gain power and control. Identifying the underlying cause of the behavior can help teachers respond appropriately.

How can a teacher identify the root cause of a student's disruptive behavior?

Teachers can identify the root cause by observing the behavior's patterns—what happens before, during, and after the behavior. Understanding whether the behavior is driven by avoidance, a need for attention, or a desire for control helps tailor an effective response.

What are some examples of alternative behaviors to replace disruptive actions?

Examples of alternative behaviors include giving students breaks to avoid tasks, providing opportunities for daily check-ins for students seeking attention, or offering choices throughout the day for students trying to gain control.

How can providing alternative replacement behaviors help in managing disruptive students?

Providing alternative replacement behaviors offers students clear, acceptable ways to meet their needs without disrupting the class. This approach guides students toward more productive behaviors while still addressing their underlying needs.