Difficult Students

The number of students who truly deserve to be classified as 'difficult' and who consistently exhibit inappropriate and unacceptable behaviours is not large, but their adverse effect on learning and teaching must be monitored and reduced. Their leading and inciting of other students to cross the line must also be restricted.

We need to focus on their social and emotional learning; they are cocooned in their own existence.

Many classes would meet all expectations if a small few were removed or changed their behaviours. However unfortunately, in most cases, this is neither a possibility nor a reality due to administrative policies.

We have a duty of care to all of our students and the rights of these disruptive students are at risk

Before categorising a student as 'difficult', we should investigate possible causes, such as dyslexia, sight or hearing impairments, etc.; consult Welfare and Year Level Coordinators/Advisors for such information. 

Often more talented or gifted students cause problems because they are bored and treading water in their learning. This is our issue as teachers and we must continue to challenge these students to keep them engaged. The key is to discover their interests.

Following is a suggested process to deal with and assist 'difficult' students to become self managed.

• as previously mentioned, the first step must always be to obtain relevant and explanatory information about students who consistently cannot meet expectations and agreements from within
• do this by discussing with colleagues who teach or have taught the student, Year Level Coordinators/ Advisors, Welfare Counsellors and specialist learning needs staff
• arrange to see the student out of class time one to one to discuss and reach agreement on acceptable class behaviours and expectations
• stress that we are talking about their behaviours, not them as people, and we would like to see them successful
• a tried and proven approach, is to come from angle that you are keen to help them take control of their thinking, their attitudes and their own behaviours in order to see them happy and learn well, rather than the control coming from us, our mutual aim is for him/her to become self managed
• explain the class expectations and agreements and their specific behaviours that don’t meet them
• to ensure that the student isn’t just going through the motions of thinking it’s just another lecture from a teacher, ask them to explain the agreements and expectations in their own words to us. 

Then discuss the consequences of not meeting the expectations and that they will be followed through on

• ask them to suggest another student that they could sit with in class who would help them meet expectations and not behave inappropriately
• explain that there will be no arguing in class

Then inform the student that you have discussed your agreed approach with the Year Level Coordinator/Advisor and the Assistant /Deputy Principal

• write a note in the student’s planner to parents explaining your one to one meeting and ask them to acknowledge by signing the planner
• explain that if expectations and agreements continue not to be met, a parent interview will be arranged by the administration; the options being a Performance Card, followed by if necessary, a Behaviour Contract.

Should an interview eventuate, always take accurate notes and have them countersigned by all present. The aim of these meetings to empower 'difficult' students to meet expectations and agreements from within; self correcting and self managed.

It is vital for them to see the benefits of doing the right thing and doing the thing right. The goal is for a win-win-win situation for the student, their classmates and us as teachers.

Education is all about bringing out the best in our students and developing their social emotional capacities and individual special talents.

“Things turn out best for people who make the best of the way things turn out.” P K Shaw