Case
What to do when you have done everything...

I have a very intelligent student that is a huge behavior issue. He does not complete his work, he distracts other students, and talks over me during class. I have exhausted all of the behavior management options I know. I have discussed behavior with him, I have sent him to silent lunch and taken recess, I have had conferences with mom, we made a behavior contract so that he could work for a reward of his choosing, he has been written up, I have spoken to him individually in both sweet and authoritative tones, I have even tried giving him different assignments to challenge him more, but nothing keeps him working. I really could ignore this behavior, except that it distracts and bothers my other students. I need help. Does anyone have a new suggestion on how to handle my unruly behaved student?

Posted on: 03/10/15 | Views: 930
Solution #1
Does he enjoy working on the computer? If so, you can assign him lessons on the computer for him to complete. I have used this some in my classroom with high learning, unruly students and it has worked. It sounds like he can learn on his own, so completing assignments on the computer may motivate him more. Also, he may feel "rewarded" by being able to work on the computer.

What about doing large group instruction? I teach first grade

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Solution #2
It sounds like he may be bored if he is highly intelligent. I teach pre-k, and I have a student who could probably complete all of first grade right now with ease. She normally follows the rules, but there are times when she isn't challenged enough and can cause distractions for others. I find different activities to challenge her. For example, during our guided reading time she is given a separate book that is at the ending kindergarten/first grade level and she reads it by herself independently. Then, she comes back into my group and completes our phonological awareness activity. When doing independent work, I have a basket of activities for her to work on when she finishes early so that she doesn't distract others. Find what interests him/motivates him and then go from there. If he really likes the computer, let him work towards extra computer time, etc.

I have a student like this right now! I have found that when I acknowledge the misbehavior, it gets worse and disrupts the entire class. I have been mostly ignoring it until he gets loud. I give him a look from across the room and make eye contact with him. I shake my head now and he usually smiles at defiantly. I have contacted the Drop Out Prevention teacher (high school) and she has spoken to him. I am finding that the less attention I give his misbehavior, the less often it happens.

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Solution #3
If you truly feel you've exhausted every option try reaching out to your administrators and see what their input would be. Maybe have them observe a lesson so they can see firsthand how the student behaves. Inviting a different perspective into the situation may offer new suggestions that you didn't see.
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Solution #4
Has he been tested for gifted? Could it be that he is possibly bored? If he highly intelligent, I would do that first to see. If he does not quality, then trying the friend route. Maybe have him buddy up with a friend that is struggling with an assignment. However, I would set the rules that he must be respectful to his friend and to you. If not, then he will stop and no longer allow that day to be the helper.
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Solution #5
I would take this to higher authority and see if they have an option they have not tried yet. Maybe if he is gifted, they need to test him for a replacement. If he is not listening to you and you have tried everything, I would no longer welcome him into your classroom until he decides to change. When he feels this sense of hurt, he may realize how badly he has hurt you and change this behavior
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Solution #6
In this situation I would attempt to use different assignment methods with him, ask him what he would consider worthwhile and fulfilling. Sometimes a student just needs a different perspective for their assignment.
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