Lidar com um aluno que não vai seguir as regras. Como você pode gerenciar efetivamente o comportamento em sala de aula?

I don't work in a classroom, however, I do work with children in foster care. What many children seek is structure, boundaries, and discipline. Unfortunately children seek this out in the classroom setting and it becomes an issue for children who have it at home and are in class to learn and it shouldn't be the role of the teacher to provide ALL of that to the child, it must be in the home primarily, and of course you'll have it at school, in clubs, team sports, a religious setting, etc. The difficulty our society faces is broken homes where children don't have the aforementioned items in their lives, so the answer I have, is help children find structured environments where there is more accountability, boundaries and discipline

When a student consistently breaks the rules, consider involving them in setting classroom expectations and consequences. This inclusion can increase their sense of ownership and responsibility, potentially reducing rule-breaking behavior. Moreover, engaging the student in restorative practices can help them understand the effects of their actions on others and encourage them to make amends, fostering a more cooperative and respectful classroom atmosphere.

As a former highschool educator, I found it difficult to help students with disruptive behaviors until I started reaching out to the student and their household. Developmentally. They are vulnerable without having food and housing security. The number of couch surfers was astounding. Feed, offer showering before school in the gym and a small package of toiletries helps them preserve their dignity. Having breakfast bars available without question gives them fuel to focus. Children need adults who actually SEE them and not stop with the judgement about behaviors!

When starting a private conversation with a student who will not follow expectations, it is good to ask them how they are doing. They are expecting to be told off and this can often disarm all the bluster they have prepared and help rewrite the narrative. By explaining that you are concerned about their behavior and showing care will help to defuse a potentially volatile situation. Will this get them back on track and following the rules straight away? Probably not. However, it is a positive interaction that comes from a place of care that is 1 step in the right direction. Over time, if you keep building the relationship, results will come. Every adult makes the choice to either escalate and exacerbate, or deescalate the situation.

Everything starts before this incident occurs. I am a firm believer in that they have to know how much you care, before they care how much you know. Give respect and get respect, but it doesn't always work that way. The next step after explaining the basic rules is to catch someone doing things correct. Notice and reward that behavior. Then you will get more of that behavior. these will solve many but not all of the problems. As you get to know them and they know you, use humor to help break down walls.

One of the best ways to set 'rules' or a 'code of conduct' (the term I prefer) is to do this as a group exercise. This means that rather than receiving a list of rules they have to follow, the students get to create a code of conduct themselves together with the teacher, which empowers their feeling of responsibility. Why would you break a code you yourself have designed?

SET CLEAR EXPECTATIONS ●I strongly feel that setting rules and boundaries for students to know what is expected of them is key and necessary. Let students participate in setting rules ,in this way they will be held accountable where they have gone wrong. ●It's important to be respectful, stay calm and listen to the student.Avoid drawing conclusions before you listen to the student. Acknowledge feelings and identify what and why the student is inhibiting such behavior.

I believe it's important to get curious. My main thing with behavior is to get curious and not get angry. Why are we behaving this way? What's acceptable behavior? How would you like to be treated and see others behave? - Group them together to create their own "acceptable behaviors," and let's follow our own rules!

- Explicas las expectativas, deberes y derechos en el manual de convivencia del aula al principio del período. - Explicas el principio newtoniano de acción - reacción, así para lo positivo como para lo negativo y lo aplicas consistentemente en clase. - Respondes preguntas, explicitas lo más que puedas los términos de acción y rendimiento, cada vez que sea necesario. - Firmas contratos pedagógicos con los estudiantes. En los contratos especificas las expectativas en distntas áreas. -Generas cronogramas e hitos en el calendario para evaluaciones formativas.

We have to give examples to behave well first (e.g. show them that you care and fair to the students). They will follow. Do what you preech. Never be a NATO. No action talk only.

Check-in-Check-out (CICO) is a tool for struggling students. A point person (administration, teachers, secretary, anyone!) meets each morning with the student and sets goals centered on targeted behaviors. Throughout the day each teacher gives them a score from 1-3 on each targeted behavior. Zeros are not allowed. These points are used to reach their goal. At the end of the day, the student brings the CICO sheet back to their adult and debriefs the day. If the students meet their goal, they get something small (stickers, a fancy pencil, a note of praise, etc.). When the student hits their goal for five consecutive days, a large reward is given. Extra recess is a huge hit! Goal reached or not, you debrief the day with low stakes.

I have found this to be really effective. Used to negative comments, criticism and ridicule, such learners are quite taken aback by a positive comment, small reward or responsibility given to them. It makes them get a better feeling of self- esteem and they feel motivated to behave better.

Ensure the student understands the rules and expectations. Provide immediate and specific positive feedback when the student follows the rules. Use verbal praise to acknowledge good behavior, and consider tangible rewards like stickers, extra recess, or choice of activity. Sending positive notes home can also reinforce good behavior. Implement a reward system, such as a token economy, where students earn tokens for good behavior that they can exchange for rewards. Modeling the desired behavior yourself is important, as students often learn by example.

What we do with some of our sessions, depending on the type of exam, is to award stars from the previous weeks work. This creates a bit of fun competition and generates positivism. Saying that though, there is a time, place and approach to highlighting areas that are lacking such as effort where adult learners need to be aware of what the consequences could be come time of the exams. This needs to be handled extremely delicately.

Consequence and follow-through from all teachers help create higher expectations. Is the homeroom teacher or the principal the only "bad guy" when something happens? If so, other teachers are giving away their power and will continue to struggle with students. Additionally, when a consequence is mentioned, it should be reasonable given the infraction. If 50 percent of a class has lunch detention, that is a teacher issue, not a student issue. Creating guidance groups where students can discuss their behavior and the consequences promotes open dialogue. When a consequence is given, the teacher must discuss the situation with the students and give them a fresh start.

As consequências precisam ser analisadas conforme o regimento da escola, neste caso conversar com a família é fundamental para alinhar a parceria família-escola.

- Funciona bien que las consecuencias (no necesariamente los castigos) sean producto de la acción anterior. También funciona la consistencia, es decir, que todos los maestros trabajen de forma igual o similar y que premios y sanciones sean para todos. Es importante que los padres o cuidadores estén al tanto de las disrupciones de los estudiantes y que, en casos extremos, se discuta con ellos las sanciones. Es indispensable explicar al estudiante en qué consisten y por qué se producen las sanciones y posteriormente preguntarle ¿qué piensa de lo que sucedió?, para tener un parámetro de qué tanto interiorizó lo sucedido.

Para ello el encuadre debe de ser claro, preciso, en donde se estipule las fechas de entrega, el comportamiento esperado, la forma de entregar los entregables, las fechas de las evaluaciones. El encuadre ayuda al profesor y le da al alumno las reglas del salón de clases.

A punição pode interromper o comportamento indesejado a curto prazo, direcionar os alunos às consequências de suas ações promove um entendimento mais profundo, autoconsciência e habilidades para a vida.

- Informar oportunamente a padres y cuidadores sobre las novedades con los estudiantes. - En el entorno institucional conviene que una persona ajena a la situación disruptiva presencie la entrevista como un testigo imparcial. - Es importante limitar los días y horas en los que los maestros respondan los requerimientos de los padres y cuidadores. -Procesos de comunicación respetuosa entre pares y con otros miembros de la comunidad educativa. -Debe establecerse protocolos como justificar faltas o reportar ausencias por enfermedad o calamidad doméstica, - Es preferible que los maestros no se encuentren asociados a los chats de padres y estudiantes, sino que sean abordados específicamente por padres que necesiten comunicarse con ellos.

I would like to inform my authority. I hope they are necessary step to overcome the situation. It is very important to my end.

If talking with the student fails and cultivating the student trust is not effective I agree that the care givers must be involved and these care givers might be parents or guidance of the student . First one must be able to get the caregivers to discuss any underlying issue that the student might have to enable to tackle the problem at hand

An example is to maintain regular and open communication with the student's caregivers. Share your observations and concerns about the student's behavior, and listen to any insights they might have. Collaborate on strategies to support the student both in school and at home. Consistent communication ensures that caregivers are aware of and involved in their child's behavioral development, creating a unified approach to address the issue.

Effective communication with caregivers is essential for providing quality care and ensuring well-being. Clear, empathetic dialogue builds trust, facilitates information exchange, and helps caregivers meet unique needs. This approach enhances care coordination, reduces misunderstandings, and promotes collaboration, ultimately improving overall care outcomes.

I love using this practice in my classroom because it emphasises the point of Ubuntu: “I am because we are.” Students begin to grasp that their behaviours have far reaching consequences. Restorative practice is an excellent way to teach accountability to students who deviate from classroom and school wide expectations. It also stresses the importance of forgiving others and moving forwards rather than dwelling on past mistakes. Restorative practice teaches students that it's okay to make mistakes but also emphasises the importance of taking ownership for bad behaviour, apologising for errors and wiping the slate clean and starting over or continuing from where they left off. These are intrinsic values that will last them a life time.

The most important rule is to be consistent in how you deal with your students. Praise and reward good behaviour and refuse to tolerate troublemakers. If your class can see that you're firm in your discipline, they're less likely to challenge your rules.

Propor ao aluno um "game comportamental" criar um desafio comportamental onde tenha de refletir sobre seu comportamento atual e as mudanças necessárias. Ao elaborar a trilha de aprendizagem comportamental é interessante contar com o apoio de professores, orientadores e coordenadores.

I also find helpful when students share their vulnerable moments with the classroom, since this urges them to open up and to create a sense of belonging and of a broader community.

Encourage students to understand the impact of their actions and make amends. This approach fosters accountability, empathy, and self-reflection. Engaging students in discussions about their behavior helps them take responsibility and promotes a positive classroom environment. 🌟💬

I primarily teach 5th and 6th-year medical students, and in my experience, educational strategies must be tailored to the audience. By incorporating active learning, students remain more engaged, and I encounter fewer behavioral issues.

In my experience it’s important to connect with mental health services. When behavior isn’t up to the students normal structure. Often educators feel like they shouldn’t go to mental health but in my experience 9/10 this is a big overlooked issue. For example I was a TA at a prestigious art school. A student lived in my building and I got a call she needed help— she was assaulted. When I went to seek help from my dept chair I was discreet but the dept chair — wasn’t as concerned. I felt this girl needed support. I looked into asking school counselor to help. They did reach out, but it’s hard to get someone to go to counseling. The student did go. Later shared through friends she didn’t know who helped but was grateful.

I used to do a survey on google forms on session 1 when I adjunct for a private school with university programmes. In the survey I asked the class how they would like me to behave when : - they are late for class - they didn't do their homework or reading - they didn't submit their assignments They could ask me to: - leave them alone - follow up in class - follow up after class The survey results were revealed to the class immediately and I explained I would follow the majority. If they were the minority I seek their understanding and ask them to email their preference to me privately. This approach usually works for me.