I would stand closer to her when I am giving instruction so that she feels my presence and the attention from it and get her used to hand gestures that indicate that I need her to be quiet. From there, working on her bad behavior and rewarding her for being quiet during instruction would be something. It will be a slow process, but worth it over time.

I would use positive reinforcement and behavior mangement system. I would use an incentive driven behavior management plan, where is she little to no misbehaviors she will recieve a reward (favorite candy, computer time, flexible seating, etc.) She will be held accountable for her actions and rather than being punished for them, it will bring it into a motivation for her because she will want to earn the reward. The key is finding what shes intersted and how to mold it to fit into the classroom.

I would have a talk with the student privately and establish and communicate rules and expectations. Then I would communicate a behavior/reward system in order to reinforce positive behavior. Maybe give the student a more active role in the classroom to feel as though they are contributing to the greater good of the class. It is not always realistic to provide one-on-one attention all the time within a classroom setting. Plus, this may encourage the behavior and she needs to learn how to behave appropriately in a classroom setting.

This solution may take some planning, but what about incorporating the student into the lesson. There was once a student who could not focus or behave during lessons, but once they were given a job during the lesson the student payed attention more and the behavior issues diminished because he had responsibilities. Example: When completing work using the ELMO technology, the student would fill in the information when instructed by the teacher (Therefore the student is completing the material and paying attention/involved in classroom discussions while learning the learning the lesson's objective) or move the sheet up as the other students or teacher was finished reading them (again, the student was more focused, actually reading the material himself, to determine when it was his job to move the paper up).

This solution may take some planning, but what about incorporating the student into the lesson. There was once a student who could not focus or behave during lessons, but once they were given a job during the lesson the student payed attention more and the behavior issues diminished because he had responsibilities. Example: When completing work using the ELMO technology, the student would fill in the information when instructed by the teacher (Therefore the student is completing the material and paying attention/involved in classroom discussions while learning the learning the lesson's objective) or move the sheet up as the other students or teacher was finished reading them (again, the student was more focused, actually reading the material himself, to determine when it was his job to move the paper up).

I would give the student positive praise when she does something goo or accomplish something. When she misbehaves in class I would single her out and let her realize what she is doing wrong . If she continues I would have a consequence such as changing seats. When she accomplished something she would sit back where she wants. If the behavior keeps occurring and disturbs the other students education she would be sent to a guidance counselor. She needs to realize their are consequences for her actions when you misbehave and positive feedback when you are good.

A reward system must be established and I think a daily check in with the student filling out some questionnaire about how she did for the day in be independent and displaying several key "good" behaviors that are discussed and selected by teacher and student together would add a good responsibility layer.

I would consult the student and ask them why they are behaving in this way, and see if there is anything I could do to remedy the problem.

There is a reason the student is acting this way. Every student needs to get the same amount of attention to keep a calm environment, but certain students act up for a reason. Instead of just allowing the student to portray negative behavior to get what they want it would be impertinent to try another type of reinforcement system. Get to the bottom of why they are acting up. There could be a multitude of reasons, like family life or peer connections, but positively reinforcing the situation and changing the negative behavior behind the root of the source can be extremely beneficial.

There are already a lot of great suggestions, with positive praise mentioned, proximity teaching and getting the student involved in the lessons in various ways. However, in addition to all of these suggestions, another possible one could be to create a schedule with the student, where they know when they will get one - on - one time with the teacher, which may curb some of the outbursts, as she knows that eventually she is going to get some personally time with the student. By creating the schedule, it shows to her that she is important and there could even be a conference with her prior to implementing the schedule, that while this schedule is in place, it also means that she needs to complete work on her own, when she can (based on comprehending the information). A lot of the outbursts may be related to the fact that she does not understand the content without the one - on - one time, and in that situation, maybe buddy systems or pre - planned lessons, where she is following an individualized lesson on the content through headphones or something occurs, to prevent the behavior outbursts.

I would only reward her good behavior with one on one attention when she behaves.

Positive reinforcement is for sure the way to go here. It is crucial to point out the behavior you want to see appear in the classroom. If she receives attention for the bad behaviors, that behavior will increase. Catch her when she does something right. Catch each student doing something right. Be specific about what you like about these good behaviors.

If the student knows how to work the teacher, they will act out until the problem is resolved. My suggestion would be to work in groups so the teacher can bounce around to each group and give them the personalized attention they are craving and need. This allows the teacher to not stop instruction, but rather move to each table at their own pace. I would also have a private conversation with the student before and after class to check up on progress so they feel they are cared about.

Proximity control could be an effective way to work with this student. In addition, some sort of implementation of a behavior management plan could work as well. If the student needs the teacher close to them in order to be focused, maybe there should be an evaluation to get a 1:1 accommodation for the student. In an ESE classroom that I'm currently in, there is an associate who works with students more individually, this might be a good fit for this student.

You should first find out if the student is acting this way due to her disability. Then I would get with your CT and talk about the student and her behavior. Together you should decide on a plan to prevent this behavior. You should try using proximity control when teaching lessons in this class.

The teacher has taught this student to act this way because she gives in to the student. It is going take the teacher and not you to fix this problem. Your teacher needs to sit down with student and lay down some rules for her and reward her if she behaves accordingly.

I think that positive reinforcement would go a long way with the student. It is clear that they are looking for some kind of attention even if it's bad. I think the answers on here are great

Positive reinforcement definitely needs to be used in these kind of situations. I would find what the student truly wants and why it is just attention. I would try to give her fidget toys or let her know that she is not going to get one on one attention until she is done being disruptive.

A positive reinforcement chart could help. I currently have one student who is similar and we have implemented a chart system where every 15 minutes we make sure to give a check mark for that time period is he behaved well. If he does not, he does not receive the checkmark. At the end of the day if he has all his checkmarks or most of them he gets a reward. Of course this can be modified for the age group needed and it can be either longer or shorter time periods.