#ukedchat Archive
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Thursday August 11, 2016
Welcome to , this week exploring "Tips for dealing with disruptive pupils" 6 questions coming up https://t.co/UBPQ2k76wJ
Here goes - talking about: Tips for dealing with disruptive pupils. You know the ones 🙄
When does punishing children go too far? Our latest blog discusses recent controversial news: https://t.co/7mI8ofJuej
Let’s define ‘disruptive’. What’s the most irritating disruption you experience as a teacher? https://t.co/UBPQ2k76wJ
Q1
Firstly, let’s define what ‘disruptive’ actually means. What’s the most irritating disruption you experience as a teacher?
phone usage and non-lesson-related chatter
Chatter...interruptions...constant toilet trips?
Phones have become more of an issue
Disruption is often in the eye of the beholder. One teacher might like silience, other like some banter.
Possibly the low level disruption - chatting etc - is more disruptive than one-off outbursts or naughtiness
Yes, it can be quite subtle
Totally. https://t.co/xlMZqgX5NK
Disruption is often in the eye of the beholder. One teacher might like silience, other like some banter.
A1 When behaviours prevent learning and growth for the child or peers - that's disruptive.
A1: Low level disruptions that frequently stop/interrupt the learning of others such as calling out
Yes, indeed. Some are able to block it out, whereas others are really disrupted by it all
Some children may thrive in a 'lively' environment. Is it possible to cater for all?
It always the same ones who repeat this behaviour How do you discourage it?
Hi All! Amy from Michigan, US. I teach middle school band.
I think so. I had students that used 'bouncing balls' 2 sit. You had 2 find zones in the room & teach Ss how to learn.
Welcome along to - Currently discussing disruptive classroom behaviours
Is this true in your classrooms? Do phones cause disruption? https://t.co/PmKTTlZMB9
Phones have become more of an issue
Do you think there are reasons for students to call out, other than impulse? Feeling sidelined, for eample?
Students trying to sneakily look at phones then denying it
A1: Purposeful disruption is most frustrating for me.
An increasing, and infuriating problem. How can this be improved or managed?
I think a mix depending were in the lesson you are works well
Q2
What was the best advice you ever received for dealing with disruptive pupils?
yes. I 'm happy to incorporate phones, but non-lesson-related phone usage is a very big issue
a1 anything that interrupts the flow of a lesson or prevents fellow pupils from working
I actually encourage Ss to have phones out all the time for different music apps. Have to teach responsible tech usage.
A1 Chn talking when I am teaching whole class.
Faraday cage needed? Not for the phone... for them! 😉
Just be consistent with your expectations, phones now have loads of uses so don't ban them
How do you monitor if/when they go off-task?
hi all, Ben teaching Year 5 next year (moving from 2) in Heywood, Lancs
So they're not engaged, or distracted?
A1 coming in from break and instantly needing the toilet and increasingly a negative attitude in some children can be disruptive
A2: to ask myself why it's happening. What about the room, my teaching, their needs needs 2b changed.
I'm constantly walking the room when teaching, and it's hard to play w/ phones when we're playing instruments.
Persistent low-level disruptions are the hardest to deal with. Especially when the child feels disenfranchised. ()
Don't smile until Christmas? That sort of thing... https://t.co/7I1YeZUn5c
Q2
What was the best advice you ever received for dealing with disruptive pupils?
Rather like justified interruptions. I say to the kids 'if you interrupt & justify a +ive change/addition, that's ok.'
Please can you clarify what the low-level disruptions specifically are?
Description of behaviour to address inappropriate, or unwanted behaviours, is so powerful.
A2: Quite reprimand, loud praise... and be consistent... oh, and carry out threats/sanctions https://t.co/2flyW2SAzq
Q2
What was the best advice you ever received for dealing with disruptive pupils?
A2: Proactive is always better than reactive.
Otherwise they are in for it! 😠
Did you follow the advice?
So agree! It's all about planning 4 learning! https://t.co/XIDbvtU6rT
difference between lively and off-task. Up to teacher: carefully laid out room and planned lessons a1
Can be either - generally one not engaged, the other distracted
Relevant for your specialism
A1: When a lesson has to end (cos the rigid timetable says so) just when everyone is getting into it. https://t.co/bjh0RSBcXI
Q1
Firstly, let’s define what ‘disruptive’ actually means. What’s the most irritating disruption you experience as a teacher?
Tonight we're discussing disruption in the classroom. What's the best piece of advice you've been given on managing disruption?
A2: Actually came across this yesterday, . 20 Tips to Help De-escalate Interactions W/ Anxious/Defiant Ss https://t.co/UBjhwB3rsX
A2 try to establish the reason behind the behaviour. Is it attention seeking? What's going on with that child
Rocking on chairs, unhelpful and inappropriate comments during discussion, attempting to disrupt a member of staff ()
A2 Teach & use hand signals (sign language). We have signals for drink, toilet, off topic ?, then added one for "I need 2 bounce."
Sure did. Heard this years ago when I was counsellor on BUNAC from a legend of a guy (great leader) https://t.co/YtytaSRSzE
Did you follow the advice?
A2 Consistent w expectations, rewards and sanctions, don't punish secondary behaviour and don't lose your temper
a1 https://t.co/Zj0Bwqh3lL
difference between interruption in whole-class discussion and disruption- probably -he impact on learning
Agreed. But the intention and the manner of an interruption is key.
Q2 set ground rules, be consistent and don't get louder as they do. Cultivate 'the look'
Attended a Bill Rodgers seminar in Birmingham. The approaches that he details for dealing with misbehaviour was revolutionary.
I think important thing I was told was to be consistent with both praise & sanctions
So true! Worse distractions for me have not been Ss but outsiders! https://t.co/vu31mG76Ah
A1: When a lesson has to end (cos the rigid timetable says so) just when everyone is getting into it. https://t.co/bjh0RSBcXI
Q1
Firstly, let’s define what ‘disruptive’ actually means. What’s the most irritating disruption you experience as a teacher?
A2 good planning and positive relationships, knowing the students.
“The Look”? Makes me shudder, just thinking about it 😜
That's twice I've seen the Christmas word on my TL in 24 hours! Please can we ban the word until October?? 😬😬🎅🏼
Please share a few, if possible?
Saw an ad to "peek into Santa's workshop" on my Facebook feed last week. Ugh.
I'm not a fan of the 'don't smile till Christmas' malarkey. I'm a naturally smiley person.Pupils deserve to be smiled at
So true! We all have our own 'look' lol! https://t.co/Bib0FBZIz5
Q2 set ground rules, be consistent and don't get louder as they do. Cultivate 'the look'
a1 some chn purposefully disrupt lessons for a variety of reasons: disenfranchised, struggling with work, SEN...
Planning for BFL helps with this
Some teachers do this for a quiet life, but it is irritating for the child as well
Consistency is overrated: https://t.co/kOGBipOqMc Clear guidelines, but adapt to situation together, set out first.
did a behaviour management conference & his main advice was 'praise in public reprimand in private'
A2 on recent training we were told adults have a little sh** switch that children can flick. The advice, don't let them flick it!!
Don't forget the raised eyebrows!
sorry forgot the tag https://t.co/1NP2h5wkaa
I have a colleague who is excellent at it. Hand on hip and 'Excuse me!'😊
Need to adapt to situations, but consistency for all students important IMO
and the use of Xmas emoticons ;) https://t.co/KpUxs8q1gF
That's twice I've seen the Christmas word on my TL in 24 hours! Please can we ban the word until October?? 😬😬🎅🏼
I need to develop 'the look' https://t.co/wAp8I1R0gC
Q2 set ground rules, be consistent and don't get louder as they do. Cultivate 'the look'
A3 I lower my voice. It's amazing...and use 'cold and prickly' from AMAZING power!
Surely everyone aims to get BfL right. How one goes about it is different in each case, but everyone tries.
That sounds like a great plan. Thank you 🍰
https://t.co/6uK3d8iROS
UKEdChat Q3.
How can teachers use their voice and manner when working with classes with a disruptive element?
Great question. What do you say? https://t.co/fNbKrwWHZK
UKEdChat Q3.
How can teachers use their voice and manner when working with classes with a disruptive element?
Phones are not disruptive. Ways of using them can be. But use of phones can also contribute to a very good lesson!
Q2 Have a huge pickled Squid in a cupboard that you talk to when Ss won't listen, I've never tried it
Yes, this can have a real positive reaction. It's all too tempting to raise voice beyond the noise
I also lower my voice & if that doesn't work I then sit down in silence - that works super quick https://t.co/qld8nw1VK2
A3 I lower my voice. It's amazing...and use 'cold and prickly' from AMAZING power!
A3 it's being firm without threatening. Tone as opposed to volume. Not rising to the disruption if you can. It's not easy.
Important to maintain a calm manner. Easy to say, I know. Smile at your class as they enter, engage them in conversation
Fair & being seen to be fair by pupils is key. Behaviour management is a judgement, not a process.
A3 Don't rise to it. Talk quietly to encourage quieter environment. Avoid challenge within lesson, ie discuss at playtime
A2 90% of time there is a reason behind disruptive beh. Kill the hydra, don't cut off its head.
Just the start of the sentence. The question was asking whether disruptive behaviour is mainly involving boys
And having established those relationships from the start. :) https://t.co/MUERjBmfr7
A3 it's being firm without threatening. Tone as opposed to volume. Not rising to the disruption if you can. It's not easy.
A3 Don't have a monotone, take the ringleaders to one side and talk to them quietly as they take no notice of shouting
Very true. Many secondary teachers see their pupils for shorter periods in the day, so start afresh
Often find the opposite harder... trying not to laugh when you are meant to be 'very disappointed in them'.
Use of phones ... , was my choice in the voting (tablets, PCs, ... in the classroom). So I took the opportunity to mention it
https://t.co/9C6WWRecNl
need to give them a calm learning envt so they feel safe, nurture, patience, support for them to succeed in learning, humour, care
yeah, quite reprimand, loud praise was what I was told, + it works. And this is an eg of being consistent https://t.co/fXbOWIcOMy
did a behaviour management conference & his main advice was 'praise in public reprimand in private'
yes has been annoying for my daughter, she's too nice, had it happen in quite a few classes. Distracting for her too
a3 use the whole gamut of vocal skills fro whisper to shout, but not one at all times. Varying this is key to BfL.
A3: Don't yell what could be said quietly and have the same effect.
A1 "don't take it personally" poor behaviour is more complicated than SLT would like us to believe
In two minutes' time, 's 4th question is coming up. Use the hashtag and A4 to reply to this chat's fourth question.
Clearly irritating. Have you built strategies to deal with these issues?
A3 also key for teachers to look after their voices. So many sore throats! It's your mai tool. Protect it.
A3 My last school was very small. The children could hear my shoes across the hall, sometimes that was enough to quell any noise
I've a few in my locker but would be interested to see what others do!
I've known teachers (in primary) who sing songs to lower the class volume!
definitely, and thats why we have to be proactive and not always reactive. Especially when 'bubbling'
I have a sign on my stand that says "shhhh." They'll rise to the volume we put out. We get quieter, they do 2.
and sometimes disruption is a signal that you need to change gears in lesson NOW. https://t.co/9oNVdcM4lp
definitely, and thats why we have to be proactive and not always reactive. Especially when 'bubbling'
Swinging on chairs is an interesting one. Often (by not always) a sign of agitation, so a sign to change pace/activity.
sorry on a bad connection and missed Q3... can someone pls rt it - thanks :)
Very interesting. The boys/girls question is coming up in Q4 😀
Checked your contract about that?! 😂
Q4.
What are the differences between disruptive boys and girls, and how are these managed?
A4 I think boys need more movement and tend 2 disruptive when antsy. Could be same 4 girls..but they tend 2 want attention.
I totally agree with this! I feel student behaviour will always dictate the direction/pace of a lesson https://t.co/d6JrTsCU0R
and sometimes disruption is a signal that you need to change gears in lesson NOW. https://t.co/9oNVdcM4lp
definitely, and thats why we have to be proactive and not always reactive. Especially when 'bubbling'
A1: maybe disruption is a sign that we're not doing enough to engage the learners in what and how they wanna learn?
Are there differences? Should there be? Love to hear what people have to say. https://t.co/TOV183tJRT
Q4.
What are the differences between disruptive boys and girls, and how are these managed?
I'd like to think that, but there's still lots of Ts who's idea of BFL is to get rid of the S as soon as possible
Indeed. Sometimes it is a habit, sometimes learnt behaviour to get attention. It's our jobs to find out & act accordingly
A4 Boys tend to be more emotional and immediate - girls are slow-burners!
This. Not all behaviour is the fault of pupils. Pace is vital A1 https://t.co/OakwYcozP2
and sometimes disruption is a signal that you need to change gears in lesson NOW. https://t.co/9oNVdcM4lp
definitely, and thats why we have to be proactive and not always reactive. Especially when 'bubbling'
If students are engaged they tend not to misbehave
A4: In middle school, they're all pushing boundaries regardless of gender. Work w/ the students you have and adapt accordingly.
I find boys are more likely to want to be class clowns and impress the group where girls target individuals to disrupt.
See https://t.co/WilLOFtmFh
girls are seemed less disruptive than their peer class fellows boys. The one among them only show inspiration
In my experience boys just want to be entertained/moving around, whereas girls want attention & possibly to deviate from lesson
Hmm, which is easier to manage?
True, but any move should be for the benefit of pupil, class, and yes, the teacher. No knee-jerk reactions though.
Agree, but are there differences that you can see between the sexes?
boys I find easier to deal with, girls tend to take things beyond the classroom onto soc media
Keep calm buddy... if you lose it, you've lost it (respect, control, your marbles) https://t.co/6jmnlfbbW4
how can you use voice for behaviour man
A4 Not much other than boys may constantly keep flicking ect each other, girls might be looking in mirrors?
I think that's a big part of what causes the issue, but it's hard to look in mirror & point at self as cause.
Agreed! https://t.co/WJpCu2Kiot
boys I find easier to deal with, girls tend to take things beyond the classroom onto soc media
I find boys easier to get to bottom of, and quicker to move on. Girls seem to make things last longer
A 'certificate of merriment'. Many schools need a inset on it NOW! ☺
I agree completely, I'm not a fan of getting rid however sometimes I've ended up with a room of other Ts Ss
That’s the worry. How can this be managed?
So true... it's not about beating oneself up, but more about being aware and trying something different https://t.co/orPey5pJXW
I think that's a big part of what causes the issue, but it's hard to look in mirror & point at self as cause.
A reminder: Q4 What are the differences between disruptive boys and girls, and how are these managed?
In my role (DHT) I deal more with boys, but can usually sort quicker. Girls rake up days later!
absolutely... and let's be honest, much of what we try and teach them isn't so engaging... is it? https://t.co/Gf3wN77shc
If students are engaged they tend not to misbehave
a4 further down schools boys tend to be more immature. So behaviour has diff. motivation to girls:usually what I call clowning
I teach boys.... (Now, I used to teach co-ed but am less well versed in recent strategies on this I'm afraid)
No easy answers on that one. Important to try different dynamics, but does seem to fall to same tchrs each time.
A4 All sounds a bit stereotyped. Do we get behaviour that we assume we're expecting? Reactto girls differently than to boys?
This year I've learned that issues involving girls are usually not even academic & start/develop on Facebook
In MS, they're all just awkward & silly. Saw more diff in elem levels. But all benefited from trying things like mvmt.
with lower secondary I use Monopoly money as raffle tickets for sweet incentives
Don't forget the hashtag https://t.co/irPadgZiVp
A2 proximity and non verbal signals, lowering voice not going louder
Q5:
How do you explore the issues that might be affecting the disruption?
Very true. It adds a whole new element to . It does give me a headache sometimes 😅 https://t.co/VM0mWK2r9k
absolutely... and let's be honest, much of what we try and teach them isn't so engaging... is it? https://t.co/Gf3wN77shc
If students are engaged they tend not to misbehave
Agreed it's stereotypical and not always accurate, but often enough it's a true picture in my experience
I really like this idea! https://t.co/lDZZzK09zd
with lower secondary I use Monopoly money as raffle tickets for sweet incentives
There's a way to get any child onside + showing +ve behaviour... we just gotta work hard to get em there
for example on yard our boys tend to be physical if a problem, girls catty
A5: Ask! I think one of the most important strategies is 2 involve the student, show respect & caring & ask. 1/2
Agreed, but have found in some schs I've worked in, the SLT/head are not easy to track down when needed.
Setting high expectations for learning consistently solves a lot of disruption issues
A5: Ask the students. It's their experience, it's their class, it's their learning. Conversation, Google form, etc. Get feedback.
Girls def use social media to start/continue/finish disputes. V difficult to manage & can impact classroom
It depends on your devilry, plenty a variety, good pace with some content based games chucked in works for me
2/2 A5 Sometimes they have no clue! But feel caring. I also have Ss create class rules at beginning of yr..so we may need 2 revise
A5 Large part of my role is working w disruptive pupils and their families - discuss, get to know, try diff methods - support T
I don't mind but some Ts could do with a different mindset
Hard in 140 characters but ...working with them, not against them.
Interesting read! "Where should you draw the line between your personal life and your teacher identity?" https://t.co/pjogOfo9H1
A5 through trust which leads to open conversation. That disruptive child must trust you, trust you to listen and not judge.
a5 Whatever has happened in class, a quiet word at the end of the lesson works IMHO. Deal with it, get on with lesson 1\2
Agreed, & like to, but nice to have the support if needed, especially if it is the policy of the school.
Need whole sch system - Ts call home if child sent out - less likely for minor offences then
give yourself a breather. Put them somewhere else for a week or two. Give yourself a chance to make relationships.
a5 2\2 but take the first opp to discuss behaviour 1-1
I think there needs to be some responsibility with middle management before being escalated so gives options
Yeah that helps but much of the curriculum is so 'for the sake of passing an exam'
talking quieter works, many quieten down to hear you. Also tone, they all pick up on enthusiasm
I teach so 1:1 chats always work best https://t.co/D1wIa96CSY
Q5:
How do you explore the issues that might be affecting the disruption?
boys and girls treated the same. Disruption is disruption no matter the gender
What do we 'do' with the minor offences? Often a developing pattern. Do you record/note these?
show them that your bothered about their progress by teaching good lessons ect
A5From Ss themselves definitely but also looking reflectively at own practice lessons/activities and how situation were dealt with
And therein lies a big problem https://t.co/DvLf9SBxbR
Yeah that helps but much of the curriculum is so 'for the sake of passing an exam'
A5 In discussion w families I often find that we need to support whole unit in order to support sch behaviour
The best heads keep their feet on the ground
ask around, is it same for all teachers? Chat one to one. Simple question: why are you doing this?
I've started to insist that if they'e been sent to me then they need to go on a dept report
Yes have v tight recording system - I monitor, call parents in if same name recurs - system favours +ive
Viewable by the pupils? Open to parents or other staff?
A6 has a great book 4 students that need rewards.4 class it emphasizes group success! Also I have force 4 good 1/2
Chn have LOFT - loss of free time. I monitor through class behaviour books. Ts deal in class
Q6:
What actually works? What advice would you give to new teachers with regards to disruptive pupils?
Sorry very late! Stuart from AKL, NZ.
We've got too much content to get through at KS4 Science for that
A6 I added yoga balls as chairs into class. 1st 4 SS that needed then 4 all. WOW! that changed behaviour. Last, focus on positive.
Agreed - easier to monitor w one teacher I'm sure!
day in day out consistency. Don't 'let them off'. Ever. Do the hard yards and it gets easier
I like this approach, resembles broken window philosophy!
A6: Walk around. Seriously. It's a lot harder to make poor choices when T is always coming by. Prevent rather than punish.
Would have loved this as a S. I have a yoga ball chair at my desk now!
This is a valid point, need to be accessible all the time for Ts to trust IMO.
This is a valid point, need to be accessible all the time for Ts to trust IMO.
A6 MUST be consistent across school, with some variation in each class. Ch need consistency or else confusion reigns
A6 Setting your stall right from day 1. Build relationships, set standards you expect through being a positive role model.
Don't those disruptive pupils need time to let off steam?
Interesting, more teachers are also using standing desks for better health.
Interesting, more teachers are also using standing desks for better health.
Many schools have some way to quickly record minor offences on a computer system like SIMs
A6 Be consistent, calm, fair. Don't punish secondary behaviour-ie the shrug,try to deal before passing on, but ask when necessary
Nice! I agree, key for students to feel positive and safe even in discipline contexts.
Nice Angela, also focus on the behaviour not the student.
I think better on my feet or when bouncing! Good research on both! https://t.co/0qVjMVtjHZ
Interesting, more teachers are also using standing desks for better health.
I don't get to sit often (mostly lunch and part of planning), but even when I sit I'm still moving.
I totally agree! I always walk around - works wonders https://t.co/5oJe8dNBly
A6: Walk around. Seriously. It's a lot harder to make poor choices when T is always coming by. Prevent rather than punish.
Yes they may only miss 5 mins - would rarely suggest all
A6 Possibility 1: not giving them too much attention. Often works.
Possibility 2: neclegt and see ... Possibility 3: dialogue.
Love this! I hate sitting in my office. I'd rather be working, learning in classrooms.
So I sympathize with those kids who have a hard time sitting still for any period of time.
Effective without words and issues getting too big!
ask for help. Best advice came from an slt member doing a call out.
How is the 5 minutes used?
Likewise, it's not healthy physically or academically or socially!
Sometimes Ed chat could be confused with managing inmates! Gotta make sure kids feel inspired when at school and wanna be there
Don't be afraid to ask for advice
A6 And pick your battles. Avoid them where possible - positive behaviour management
Nice. Key is to be proactive, when students engaged, empowered less likely to misbehave IMO.
Totally - told a disruptive student the other day that I liked him - he looked shocked :-(
as a small female teacher, trial and error see what works for you. I'll never be a six foot man. We can't be the same A6
but aren't the kids then the only ones sat at desks not moving? https://t.co/Yxmz4rmDIM
Love this! I hate sitting in my office. I'd rather be working, learning in classrooms.
I agree, moving body, moving minds!
I'd like to thank all participants and the organisation for this splendid edition of about such an interesting topic!
Excellent point, many of the most effecttive practitioners use words and management over physical stauture.
Depends on the disruption-could be completing work,could be sitting quietly as they should have in class
Me too. I really try 2 teach and include movement. https://t.co/hga64C9bJE
So I sympathize with those kids who have a hard time sitting still for any period of time.
a6 Never pigeonhole a child as 'naughty'.Explore behaviour and reasons for it.Often 'misbehaving' children behave differently 1\2
So true, Ts have students sitting for beh mgmt not for learning progressions!
Nope. Be clear will expectations, but these can be individualised, adapted, but fair - Read https://t.co/kOGBipOqMc
Another great tonight! https://t.co/hYzwyKzRai
I'd like to thank all participants and the organisation for this splendid edition of about such an interesting topic!
Probably so rare for him to hear!
What ages do you teach? Have you ever seen ? Great for movement/brain breaks!
a6 with different staff. Always give ch a chance for a fresh start. 2\2
Yeah, liking the kids is so important and often the turning point for disruptive or 'labelled' kids https://t.co/QPPUMB58hs
Totally - told a disruptive student the other day that I liked him - he looked shocked :-(
