Misbehavior in the Classroom (and why it's oftentimes the teacher and not the student)

I am a firm believer that misbehavior within any classroom often has more to do with the teacher or the school system rather than the students themselves. This may sound like a bold statement, and you may initially disagree, but I have found that being a quality teacher has a lot to do with treating the students with respect as well as anticipating their needs.

The Conundrum: Why that one student excels in math and misbehaves in reading

There it is again; you are repeating yourself and telling that one student to be quiet for the 50th time. It's always during reading and history that this student acts out, either talking excessively or getting up to use the bathroom constantly. But you noticed that during math they talk less and are super engaged. What could it be?

I bet as you read that last paragraph that you automatically assumed that this student is just better at math and probably has some sort of learning disability that makes it hard for them to read. And you very well could be right. This student may have or may need an IEP evaluation. But what if that's not the case?

Traditionally, reading can be a very black and white activity. You sit with someone, perhaps a classmate or teacher, and read out loud. Or you spend 20 minutes reading your favorite book. But I would argue that with this particular student his style of learning is boring. And there could be a number of reasons why: they're gifted and so excel super quickly through the material, causing boredom; they're auditory or kinesthetic learners, which would make sense why math is so much easier because it's literally hands on thinking; or they just don't like to read.

So, what do you as a teacher do? You change it up. Beyond just choosing books that are interesting, come up with new and exciting ways to implement what they student is learning. Great examples of this are acting out scenes with classmates, doing projects that relate to the time period the characters are in, or creating side stories where the students imagine that they are a character or a new character and creating their own twist. If it's a historical book, you could visit a history museum; if it's a science book you could go to a space museum or visit an observatory or create replicas of a telescope. There are so many possibilities, and regardless of if your student has an IEP or not, they will benefit from this type of learning.

But how do I deal with the misbehavior in the moment?

I once had an older student in my music class who repeatedly talked and got into trouble. I knew he was gifted in music, and so one day I pulled him aside and asked him what was going on. He told me, plainly, "you've made something that's supposed to be fun boring, no offense". I asked him what he would suggest, and he told me and despite the fact that I was offended, I took his advice because I realized that he wasn't the only one who thought that way. He ended up becoming a very engaging student.

But I still have trouble with him.

See, this isn't a one size fits all approach. Just like learning styles, every student is different with unique needs, thoughts, and talents. This is a student that I have not earned the respect of, and so I am continuously praying for and working with them. They are a challenge, but I've realized that even more than perhaps their teenage attitude is my response to them. Am I going to criticize them in front of the class? Call them out continuously so that they lose any ounce of respect they've gained for me? How am I going to handle this student?

Any student that gives their teacher problems needs to be evaluated. It cannot be an immediate - go to the office - but rather a course of working with and learning about them and being willing to compromise and talk. Earning their trust. Earning their respect. Learning about their family life and whether they feel they have a voice at home. And it takes time.

So, for anyone with a student like mine, I encourage you to find new ways to engage them. Start with talking to them, and then actually implement their suggestions if applicable and let them know that you did so. This can give them a sense of autonomy in the classroom that will help them feel like they have a part or role in the flow of the class - and they should. It is important that students can take control of certain aspects of their learning. That's why we train them, right? So they can grow up and make wise decisions that benefit all of society and not just themselves.