Posts Tagged Disruptive Students

What Teachers Can Do to Promote Responsibility

I always say that responsibility is taken, never given or told. In other words, using outdated discipline techniques like imposed punishments and rewards won’t result in students acting responsibly. They must have the internal motivation to want to act a certain way.

With that said, there are things teachers can do to create an environment that fosters their students’ desire to be responsible. Here are a few:

  • When a student acts out, before resorting to the usual discipline techniques, remember that no one comes to school to get into trouble. Think of students as lacking skills to handle impulses—or that the behavior is the student’s best effort at the time to handle a frustration. Few students are maliciously disruptive.
>>> READ MORE >>>

Reduce the Need for Discipline

When dealing with a disruptive child or student, many parents and teachers use rewards or punishments as a way to discipline the youngster. While this approach might give some short term results, it doesn’t help the child develop long-term self-discipline skills.

Rather than use rewards or punishments, try one of these three strategies to redirect youth. They are more effective discipline techniques and encourage responsibility.

  • Acknowledge On-Task Behavior: Acknowledge in private when the student is on task. Do not be concerned about interrupting the student at work; the student will let you know if it is bothersome.
  • Encourage: Encourage students. It raises their aspirations. Robert Danzig rose from office boy to president of his company because Margaret Mahoney, his office
>>> READ MORE >>>

Disruptive Student Suggestions


I am using the Raise Responsibility System and feel like I am not only training my students, but training myself, also. It’s taking practice to learn to say “Certainly, when you have….” instead of “No!” But it’s working when I do.

It feels odd to simply say “Thank you” when a student tells me the level of behavior he or she was acting on and move on. Most of the time it works powerfully. They look at me with a baffled expression and we go on with class. Sometimes, there is an atmosphere that doesn’t seem to be working, and I’m not sure what to do next. I went back to the old method of names and checks on … >>>