Five Persistent Behavior Problems and How to Handle Them (Grades 6–8)

By Linda Shalaway

If student behavior problems have you frustrated, rest assured that you are not the only new teacher who feels this
way. It comes with the job description . . . even seasoned professionals sometimes have trouble quieting talkative
types, avoiding power struggles, and redirecting overly demanding students.

For help with reining in difficult behavior, the New Teacher Survival Guide tapped the expertise of behavior
management expert Bill Rogers, author of Behavior Management: A Whole-School Approach. He has identified five
especially tricky classroom personalities and devised strategies for handling them. Use these strategies to maintain
better control and establish a calmer, more productive atmosphere for you and all your students.

1. The Chatterbox — What can you do about the student who distracts others with nonstop talking?

o Give a positive direction or reminder, followed by "thanks." For example, "Emma, Lisa,
facing this way and quiet, thanks!" The key, says Rogers, is to focus on the desired behavior rather
than the misbehavior. And using "thanks" rather than "please," even when correcting,
communicates your expectation that the students will comply, he adds.

o Try a strategic pause. A pause communicates the expectation that students look toward you,
listen, and subsequently respond. Even if you call a misbehaving student's name, says Rogers, try
a pause before giving a positive direction or reminder so the student has time to focus.

o Keep the focus on the primary issue by knowing how to redirect. Frequently, students who are
singled out will argue or sulk, which is secondary to the primary issue of their disruptive talking.
"Don't get drawn into these secondary issues," Rogers cautions. You can briefly acknowledge the
student's feelings, then quickly shift focus back to the primary issue. For example, "But we were
only talking about the work," argues the student. "Maybe you were, but I want you to face the
front and listen, thanks. You'll need to know this stuff," responds the teacher, redirecting the focus
to continuing the lesson.

2. The Boycotter — Sometimes students simply refuse to do their work, pulling teachers into a power
struggle. If this happens:

o Give students a choice — with consequences attached. For example, "If you choose not to do
the work now, you will need to do it during free time." Rogers explains that using the word
"choose" or "choice" is important because students need to understand that they have control over
how they behave. Their behavior is their responsibility.

o Provide take-up time. This refers to the time students have to respond to corrective discipline. If
you turn briefly to respond to another student or survey the room, this gives the student a chance
to save face while complying, and it eliminates a prolonged confrontation.

o Reestablish the relationship. After a student has complied, a simple smile or positive comment
reassures the student that you aren't holding a grudge and his or her relationship with you is still
secure.

3. The Debater — This student challenges everything a teacher says or does. With him or her, every small
primary issue escalates into several major secondary ones.
 o Distinguish between primary and secondary behavior. A student's words, tone of voice, body
language, and "attitude" often distract us from the original, often minor infraction. For example,
"Bradley, I notice that you haven't started. Any problems?" the teacher asks politely. "Yeah, well,
I haven't got a pen, have I?" Bradley snarls in reply. Try to ignore this secondary behavior in the
heat of the moment.

o Avoid unnecessary power struggles. It's tough not to overreact and get defensive when a
student's attitude and body language are hostile. But overreaction only extends the conflict, warns
Rogers. Instead, remain assertive, but civil, and redirect the student to the primary issue.

o Plan a follow-up. While it usually works better to ignore secondary behavior in the heat of the
moment, plan an after-class discussion with students who habitually exhibit such behavior.
Explain what their secondary behavior sounds and looks like, and how it affects your working
relationship.

4. The Sulker — Like the debater, the sulker's secondary behavior is usually worse than the primary problem.
Schedule an after-class chat. A private discussion helps the student to understand that the habitual
secondary behavior is unacceptable. Such chats, says Rogers, are most effective early in the year to "nip in
the bud" the problem and send the message that you will always follow up on such behavior.

o Time your invitation effectively. Inform the student of an after-class chat just before the recess
bell, or just before class ends. That avoids any prolonged discussion of "What have I done?"  

o Keep your presentation positive. Teachers must correct and guide students in a positive and
friendly manner. Avoid threatening body language or tone of voice, Rogers advises. A pleasant
demeanor will help repair strained relationships.

o Offer to mirror the problem behavior. Many students don't see their behavior as teachers do.
Their poor social skills, bad habits, and gambits for attention come across as rudeness, even if they
don't necessarily mean to be rude. In a friendly, unthreatening manner, demonstrate the postures,
gestures, and tone of voice the student uses, then explain: "I don't speak like that to you. When
you speak like that, it shows disrespect because of the tone and the way you say it." Explain how
such behavior affects working relationships.

5. The Clinger — This dependent student rarely does anything without demanding the teacher's immediate
help and attention. To wean him or her of this dependency:

o Start with tactical ignoring. Keep the focus on the lesson, or on acknowledging and reinforcing
students who follow the rules and ask for help at appropriate times. For example, while you are
conferring with one student, ignore the student who is interrupting and asking you to look at his
paper right now. When he sits down and waits quietly (maybe after a reminder), go to him
enthusiastically, reinforcing his improved behavior.

o Combine simple directions and reminders with hand signals. "Hands up without calling out,
thanks," or "Please wait your turn." Well-established hand signals are effective, too, such as
blocking hand to signal that a student should wait.

o Give students alternatives. An established routines such as, "Ask three before you ask
me," works in many situations, Rogers suggests. In other words, students should ask
three peers before seeking your help. Encourage students to help each other, turning to
you for help only as a last resort.

This article was adapted from Learning to Teach...Not Just for

Beginners: The Essential Guide for All Teachers by Linda Shalaway,
  © 2005, published by Scholastic.
 This book is available in the Scholastic Teacher Store.

Attitude A Matter Of Choice - Presentation Transcript

1. Attitude… ….. a matter of Choice Designed & Presented by Shabbar Suterwala
2. What comes to your mind?

3. First & Most Likely Responses…!!

o Donkey…..!!!!!

o Good for Nothing

o Useless

o Least Glamorous

o Taken for Granted animal

o ….seldom we get response that the donkey is one of the “hard working” animals and loyal.

4. How is our Attitude…?

o We treat people and situation in the same manner as we do with the donkey.

o We discount the good in them …!

o We only look at the Negative side & start reacting….. Isn’t it?

5. REACT STOP THINK ACT

6. REACT

o First we take ACTION

o then we STOP

o then we THINK.. and feel guilty about our behaviour

o That is why others say.. “Attitude Problem”

7. The 10 - 90 Rule

o 10% is what happens

o 90% is how to react/respond to what happens and that’s your attitude

8. How much do you see of an Iceberg?

9. THE ICEBERG

o 10% is above the Sea Level – 90% is below the Sea

o Similarly

o 10% is our Knowledge & Skills

o 90% is Attitude

10. Consequences of such Reactions…!

 o Blame, Complain, Frustration

o Bitterness

o Resentment

o Broken Relationship

o Ego and Hurt

o Panic & Anxiety

o High level of Stress

11. Why do we have –VE Attitude?

o Environment

 Home

 School/College

 Work Place

 TV & other Media

 Culture & Traditions

 Our Network

o Past Experiences

 Beliefs

 Perceptions

 Conditioning

12. Let us ask this Little Question ?

o Are some born Positive …..!

o Is there a Choice I have…?

13. Find the Answer for Yourself…!!!!

14. There is a need for a Change…! “ YES” Change in the way we Think, Feel and Behave…!

15. Lets start by pressing the PAUSE Button STOP THINK ACT PAUSE BUTTON

16. Lets RESPOND instead of REACTING

o Press the PAUSE button

o STOP

o THINK and

o ACT
 o You always have the freedom to Choose..!

17. Press the PAUSE & Choose your Thoughts, Feelings & Behavior PAUSE BUTTON CHOICE REACT Response Stimulus
Stimulus

18. Benefits of such Practicing Attitude

o Increase Productivity

o Enhances Teamwork

o Problem Solving Approach

o Improves Productivity

o Builds Relationship

o Reduces Stress & Conflicts

o Enhances your Personality & Growth

19. How to make these CHOICES..? How CHANGE Thoughts, Feelings & Behaviour ..?

20.  

21. Step 1 Make a DECISION today to CHANGE

o Start with the First Step today

o DECIDE today – with which person, people, situation, circumstances, tasks…. You will change your ATTITUDE

22. Step 2 Shift your FOCUS

o Focus on What’s Right v/s What is Wrong

o Focus on What you Do Have v/s What you don’t

o Focus on Solutions then on Problems

23. Step 3 Be more CURIOUS instead of Judgmental

o Instead of Blaming and Complaining be curious to ask yourself a Question…Why is this person or situation
like that…?

o What can I change here in this situation or with this person.

24. Step 4 Develop an Attitude of GRATITUDE

o “ I was crying for a pair of shoes until I saw a man without legs; I thanked God that at least I have legs”

o Find something appreciate in tough time / tough person / tough situation now

o Whenever you feel down, depressed, frustrated see what can be acknowledged

25. Step 5 Decide Not to be Perfect all the time

o Stop having high expectation from yourself and others

o When Expectations do not match .. That is the beginning of negatives..!!

26. Step 6 Believe in Yourself

o This is not an inflated EGO but when you think and Feel Good about Your self...then you are able to see the
same in others too.

o What ever you believe you achieve

27. Step 7 Take Action … Now

o You can’t just stand before the mirror and shout “Positive Attitude”

o Stop “Procrastination” and Start Now

o Write down for the Next 7 Days…an Action Plan

28. The 7 Steps Approach

o Make a DECISION today to CHANGE

o Shift your FOCUS

o Be more CURIOUS instead of Judgmental

o Develop an Attitude of GRATITUDE

o Decide Not to be Perfect all the time

o Believe in Yourself

o Take Action … Now

29. The Choice is YOURS

o With a Bad attitude you can never have a positive day

o With a Positive Attitude you can never have a bad day