Each teacher, regardless of experience level, will face difficult students at some time. There are many types of difficult students (e.g., disruptors, unenthusiastic learners, disrespecters, etc.), and there are many ways in which these behaviors can occur. No matter how difficult the student’s behaviors are, the teacher’s reaction to those behaviors determines the overall climate of the learning environment.
As previously mentioned, professional management of difficult students involves two primary elements: 1) the ability to understand the root cause(s) of the student’s behaviors; and 2) the ability to develop a teaching environment where each student has the opportunity to grow and develop.
Table of Contents
Identifying the root cause
Don’t just look at the behavior itself. Look beyond the behavior. What caused this behavior? Many times, difficult student behaviors are caused by one or more of the following:
Academic struggles with the content or process
Family/personal problems
Social/peer pressure
Need for attention.
For example, a student who continuously interrupts peers may be experiencing academic difficulties and disrupting others to mask his/her own struggles.
Make no hasty assumptions
Calling a student “a problem” creates greater difficulty in managing the issue. Approach each issue with an open mind and consider solutions rather than placing blame.
1. Maintain control over your Emotions and remain calm & professional
Keep your Emotions under control
It is very common for teachers to overreact to disruptions from students. Overreaction typically escalates an already volatile situation. Teachers demonstrating calmness and professionalism demonstrate authority and maturity. For example, if a student talks out of turn, respond to the inappropriate behavior calmly. Doing so establishes a climate of respect.
Apply consistency in rule enforcement
Applying consistency to rules and consequences provides clarity regarding expectations. If rules vary based on a teacher’s emotional state, then students will take advantage of that inconsistency.
2. Establish clear classroom Rules & expectations
Create Classroom Rules
Clearly define what is appropriate and what is not in terms of student behavior from day one. Make sure the rules are straightforward, fair, and easy to understand.
Examples of classroom Rules could be:
Respect others when they speak
Submit completed homework on time
Follow directions given during lessons
Praise good behavior
While focusing solely on inappropriate behavior can be useful, acknowledging positive behavior when observed reinforces that behavior. Encourage students to exhibit positive behaviors.
3. Develop positive teacher-student relationships
Demonstrate respect & caring
Teachers who show students respect and care tend to elicit cooperation from students. Spend time getting to know your students, including those who seem particularly difficult. For example, spending time talking with a student immediately following class can allow you to begin developing a relationship with that student.
Avoid public humiliation
Correcting a student in front of peers can result in resentment towards you. Correct behavior privately when possible to protect the student’s self-esteem.
4. Communicate effectively with students.
Communicate clearly
Sometimes students act up due to a lack of clarity regarding what is expected. Provide clearly stated directives that students can easily comprehend.
Actively listen to students.
Provide opportunities for students to communicate. Listening does not imply agreement with a student. It implies that you place importance on listening to what he/she has to say.
Example: if a student refuses to perform a particular assignment, ask him/her why prior to imposing additional disciplinary measures.
5. Impose fair & reasonable disciplinary measures
Impose discipline that is firm but fair
In addition to imposing discipline for breaking the rules, impose discipline that is fair and consistent with previous discipline imposed for similar offenses.
For example, instead of severe punishments (such as detention), you could give the student additional work to complete, a verbal warning, or discuss the reason behind the student’s behavior.
Focus on student learning, not punishment.
The purpose of discipline is to modify unacceptable behavior. Do not use discipline as a means of humiliating students. Identify the impact of their unacceptable behavior and teach them how they can behave differently in the future.
6. Employ interactive teaching strategies
Engage Students through interactive teaching techniques
Students are less likely to engage in misconduct when engaged in instructional activities. Using techniques such as group projects, discussions, and practical applications can help engage students.
Differentiate instruction based on student learning style
Not all students learn in the same manner. Some require visual aids while others require hands-on experiences. Modifying instruction can reduce behavioral problems and increase engagement.
7. Get Support when needed
Get input from peers & parents.
There is no requirement that you resolve every challenge alone. Consult with colleagues or contact parents when needed. For example, parents may be able to offer insights into factors contributing to the student’s misconduct outside of school.
Consult with school administrators/counselors when necessary
If a student continues to engage in unacceptable conduct despite having been instructed otherwise, consult with school administrators/counselors early on. Early resolution of unacceptable conduct can potentially minimize larger behavioral issues.
Insight into practice
Compare a teacher who always responds negatively to every disruption with a teacher who remains calm, actively listens, and fairly enforces rules. The latter teacher is more likely to establish a positive classroom atmosphere and encourage students to behave responsibly.
Professional management of difficult students does not necessarily equate to being overly rigid or authoritarian at all times. Rather, it involves being flexible, understanding, and consistently applying rules to support the development of each learner.
To conclude, teachers who handle difficult students in a professional manner need to be able to demonstrate patience, an ability to understand their students’ needs, and strong communication skills. Teachers who are able to identify the reasons for the difficult behaviors of their students, remain calm when dealing with challenging situations, clearly set boundaries for the classroom environment, and build positive working relationships with their students will have the tools they need to successfully manage those students.
