Archive for the ‘Emotional Behavior Disorders’ Category

How do you communicate your expectations for acceptable behavior? The best way to establish acceptable behaviors are those strategies that are proactive and preventative. If you want your students to cooperate they have to understand and follow your rules and routines. You have to first communicate your expectations for acceptable behavior. In the first week of school you teach the expectations that you have. Keep a list of potential behaviors and strategies to use in reacting to them. This preparation will keep you proactive if a unexpected behavior happens.

Describe the specific behaviors. Show them, have them demonstrate, reteach them, and teach them again. Always provide students opportunities to practice the acceptable behaviors, sometimes singleing out students who you expect will be problematic. Provide POSITIVE ongoing feedback so students know when they are being unacceptable. Have 1-on-1 talks with students who continue to have problems with behavior. Be consistent with consequences but also take the time to figure out the underlying cause.


Calm down and stay consistent. Reflect and diagnose the problematic behavior. Develop a strategy to handle it. Implement the strategy. Reflect and evaluate. Do nothing to make the situation worse.

Give the disruptive student the least amount of attention necessary. Time spent on the student is time lost from teaching, and it may increase disruptions in the rest of the class. There are usually followers in the class that are on the fence of being disruptive. If one student is seen rattling your cage, they are more likely to join in, especially if the actual teaching is disrupted by the time you spend with him. If the student is seeking attention, the more you give, negative or not, the more you are reinforcing the behavior. You can’t ignore it, and attempts to do so may escalate the problem.

Don’t go straight for suspension. There is a range of sanctions from the meaningful glance to exclusion. Work your way through them. Don’t give negative commands, such as ‘stop talking’ because they invite a response. Give positive instructions which amount to the same thing; “Please get on with your work quietly.”

Know what sactions are available to you. The teacher needs to be confident that the institution will back their decision. Sometimes the easiest sanction is often to exclude the student. As long as you are polite but authoritative and positive about it.

It is unrealistic to pretend that you can exclude or sanction a student and not be distracted by the experience. The other students will be similarly distracted. If it is possible to move into an exercise or similar activity in the aftermath, do so. It enables everyone to regain an even keel, or at the very least to vent their grumbles without further whole-class disruption.

I currently work at a hospital so I see hundreds of people come and go all day long. Today while walking through the halls I noticed a younger girl probably around the age of 10 or 11. She was uncontrollably angry with what seemed to be her mother and maybe grandmother. This got my wheels turning in a sort of out of body experience. Instead of staring and judging like so many people were I wanted to know exactly what I would do in that situation.

I don’t know if the child had special needs by just observing but the yelling, crying, stomping, and all around aggressive behavior made me believe she had an emotional behahavioral disorder. I found some resources below that have good strategies within them for dealing with a child that has these undesirable behaviors.