Managing Disruptive Behavior in the Classroom: Strategies for English Teachers

Date: 23rd September 2024

Every teacher has encountered that one group of students that just seems impossible to manage. As educators, we strive to create a learning environment where every student can thrive, but what happens when a small group of disruptive students begins to overshadow the entire class?
Recently, a 9th-grade English Language Arts (ELA) teacher shared a particularly challenging situation with us: a group of boys in her class who simply won’t stop laughing, no matter what interventions are applied. This issue has escalated to the point where other students are transferring out of her class. In this post, we’ll explore the problem and discuss various strategies suggested by fellow educators to address it.

Understanding the Root Cause

The first step in addressing any classroom issue is understanding its root cause. In this case, the teacher has already tried multiple interventions: separating the boys, calling home, individual and group conferences, and even involving counselors. Despite these efforts, the boys continue to disrupt the class with their giggling. This suggests that the behavior may be more deeply rooted than it appears on the surface.

One other educator shared that a similar situation occurred in her classroom because some of the boys had developed a crush on her. While this may not be the case in every situation, it highlights the importance of considering the social dynamics within the group. At this age, students are navigating complex social relationships, and their behavior in the classroom can be a reflection of those dynamics. Understanding what is driving the behavior can help tailor the intervention.

Strategies for Managing Disruptive Behavior

When traditional methods fail, it’s time to get creative. We interviewed a number of experienced teachers to learn from their wisdom. Here are some strategies that teachers used successfully over the years:

1. The Popsicle Stick Method

One teacher shared a tactic she uses with her 7th-period class, which consists of a mix of well-behaved students and those who are more disruptive. She writes the names of the disruptive students on popsicle sticks and randomly selects three. She then tells the class that the chosen students will receive a call home that day, but she doesn’t reveal who was selected. The uncertainty of whether they’ve been chosen often causes students to improve their behavior. The teacher notes that she usually ends up making positive phone calls, which can also help reinforce good behavior in the classroom.

2. Laugh It Off

Another teacher suggested turning the disruptive behavior on its head by joining in on the laughter. This strategy involves laughing along with the students every time they start giggling. The goal is to make the behavior less “cool” by showing that it doesn’t disrupt or annoy the teacher. While this may result in a day or two of lost instruction, it could eventually diminish the behavior as the students realize it no longer has the desired effect.

3. Admin Involvement

A few teachers recommended involving school administration by asking them to model how they would handle the situation. This not only provides you with additional strategies but also holds administrators accountable for supporting teachers in managing difficult classroom behaviors. As one teacher noted, when administrators realize how challenging the situation is, they may be more willing to provide additional support or reconsider existing policies.

4. Class Discussion

A well-timed class discussion can sometimes be the key to resolving behavioral issues. One teacher shared a script she uses to address disruptive behavior directly with the entire class. In this approach, the teacher acknowledges the frustration felt by the majority of the class due to the disruptive behavior and asks for their cooperation in ignoring it. By framing the behavior as immature and not worthy of attention, the teacher hopes to diminish its impact. This strategy also includes privately rewarding students who successfully ignore the disruptions, which can help reinforce positive behavior.

5. Student Accountability

If calls home haven’t been effective, one teacher suggested having the disruptive students call their parents themselves. This puts the responsibility on the student to explain their behavior, which can be more impactful than a teacher making the call. The teacher can coach the student on what to say to ensure they accurately describe the situation. This strategy not only holds the student accountable but also involves the parent in a more direct way.

6. Sports as Leverage

For students who play sports, talking to their coach can be an effective strategy. Coaches often have significant influence over their athletes, and the possibility of disciplinary action within their sports team can be a strong motivator for improved behavior in the classroom.

Implementing and Evaluating Strategies

While these strategies offer a range of approaches, it’s important to remember that no single solution will work for every situation. It may be necessary to experiment with different strategies or combine several to achieve the desired outcome. For instance, you might start with the popsicle stick method to create a sense of uncertainty, then follow up with a class discussion to address the behavior more directly. If the issue persists, consider involving administrators or the students’ coaches.

Additionally, it’s crucial to evaluate the effectiveness of the strategies you implement. Keep track of any changes in behavior and adjust your approach as needed. Remember that consistency is key—students need to see that there are real consequences for their actions and that positive behavior will be recognized and rewarded.

Supporting the Rest of the Class

While addressing the disruptive behavior is important, it’s equally vital to support the rest of the class, who are likely frustrated by the ongoing interruptions. Regularly praising and rewarding students who demonstrate positive behavior can help maintain a more focused and productive classroom environment. Additionally, consider involving the entire class in finding a solution. For example, you might ask the students for their input on how to handle the disruptions, which can give them a sense of ownership and responsibility for maintaining a positive learning environment.

Final Thoughts

Managing disruptive behavior in the classroom is one of the most challenging aspects of teaching. It requires a balance of patience, creativity, and persistence. As the examples from the other teachers demonstrate, there’s no one-size-fits-all solution, but by understanding the root cause of the behavior and trying a variety of strategies, teachers can find a path forward. Remember, you’re not alone—many educators have faced similar challenges and found ways to manage them effectively. By sharing strategies and supporting one another, teachers can continue to create a positive and productive learning environment for all students.

In short, the main strategies for dealing with disruptive or noisy students are:

1. The Popsicle Stick Method: Randomly select students' names on popsicle sticks and tell the class that the chosen students will receive a call home, but don't reveal who was selected. This uncertainty often improves behavior.

2. Laugh It Off: Join in on the disruptive laughter to make it less appealing. The goal is to diminish the behavior by showing it doesn’t bother you.

3. Admin Involvement: Involve school administrators by asking them to model how they would handle the disruptive situation, providing you with additional strategies and support.

4. Class Discussion: Address the disruptive behavior directly with the entire class, asking them to ignore it and framing it as immature, while rewarding those who do.

5. Student Accountability: Have disruptive students call their parents themselves, explaining their behavior. This puts the responsibility on the student and involves the parent more directly.

6. Sports as Leverage: Use the influence of coaches by talking to them about the student's behavior. The possibility of sports-related consequences can motivate better behavior in the classroom.