From the classroom, for the classroom

  1. I approach difficult student behavior by trying to understand the student’s perspective and redirecting before an issue occurs, avoiding triggers that I know may cause issues for a student. – 11 Years Teaching
  2. When dealing with difficult behaviors, I use visual cues instead of talking and I make sure to listen to the student’s needs. I have learned that sometimes behaviors are a sign that the student is not being heard or understood. – 6 Years Teaching
  3. I address the student first when dealing with difficult behaviors, using redirection and distraction to de-escalate the situation while also setting boundaries. Building trust with the student is important, and after the situation has been de-escalated, it’s important to discuss the situation and how to improve in the future. I also provide a safe space for students to go when they are experiencing big emotions. – 11 Years Teaching
  4. I navigate difficult student behavior by building a relationship with the student and understanding their motivations, also make sure that every student in my room feels loved and supported. I use rewards and behavior charts that relate to the student’s interests. -12 Years Teaching
  5. It’s important to address behavior issues quietly and gently, pointing out the behavior and asking the student to change. Consistency is key in dealing with difficult behavior. -38 Years Teaching
  6. I’ve found being consistent and using neutral phrases helpful when dealing with difficult behavior, and it’s important to maintain positive relationships with students. – 20 Years Teaching
  7. To effectively manage behavior, I get to know what motivates each student, and I involve families and utilize their advice for strategies that work at home. – 11 Years Teaching
  8. I handle difficult behavior by getting to know my students, understanding the causes of their behavior, and consistently showing them care and support. -13 Years Teaching
  9. I’ve found that managing difficult behavior requires a tailored approach for each child, involving grade level colleagues, administration, self-regulation resources, and daily fresh starts. It’s essential to establish a relationship with the student and their family. -32 Years Teaching
  10. I try to create a positive atmosphere in my classroom by keeping students laughing and smiling, leading to positive thoughts and actions. This approach has helped to reduce misconduct. -5 Years Teaching
  11. Building a relationship with students is key to understanding triggers and de-escalating behaviors. I also set clear expectations and model positive behaviors. Consistency is crucial. -6.5 Years Teaching
  12. Involving parents and keeping good communication with them is the best way to understand and manage difficult student behavior. Celebrating good behavior also works. -3 Years Teaching
  13. When students act out, it’s often because they need something. I try to understand their behavior and find ways to help them. Listening and respecting them can change their behavior. -20 Years Teaching
  14. Being a good listener, being consistent yet flexible and understanding circumstances that may be affecting student behavior is important. -30 Years Teaching
  15. To manage difficult behavior, I focus on positive behavior, rewards, understand the student and provide options for self-regulation. – 5 Years Teaching