Why Do Students Disrupt Classroom Instruction: Summary Statement

For many years teachers and researchers have been studying the complex problem of understanding student misbehavior in school. There is an increasing body of evidence (*Solomon & Solomon, 2008) that suggests a student’s disruptive behavior is related to three key classroom variables or conditions:

1. The negative thoughts and feelings that dwell within the student. (e.g. I’m having a miserable day, and I’m going to make certain that everyone else in class has a miserable day as well; I may be stupid, but I know how to can get everyone’s attention, etc.)

2. The anti-social skills the student has mastered (i.e. teasing, name calling, hitting, bullying, etc.).

3. The degree to which the student perceives the classroom as a community of learners (e.g. To what extent does the child feel included, respected, and appreciated by the student and adult members of the classroom community?).

In future posts we will share specific teacher interventions to address these three variables associated with student disruptive behavior in the classroom.

* Solomon, R. & Solomon, C. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: Participant's Guide. Tucson, AZ: Fourth R Consulting.

On the next post we will present three categories of reflection questions that a teacher might consider when trying to understand the disruptive behavior of a particular student.

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Three, The Interpersonal Approach*

The interpersonal approach, the third dimension to understanding student disruptive behavior suggests that many youngsters naturally acquire anti-social and irresponsible behavior through rewarded peer socialization. Many of these youngsters do not have positive role models in their daily life to imitate. Therefore, the interpersonal approach advocates that these students be directly taught pro-social skills such as simple and respectful listening. We will discuss how to teach these pro-social skills in future posts.

On the next post we will present a summary of the three-dimensional model for understanding student disruptive classroom behavior.

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*Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part Two, The Intrapersonal Approach*

The intrapersonal approach, the second dimension to understanding student disruptive behavior, is quite different from the group and community building perspective. It focuses on how individual students process information, and control and manage their own cognitions, emotions and behavior. According to the intrapersonal approach, the irresponsible behavior of students is symptomatic of the conflicts that dwell within ourselves. These inner conflicts may be contradictory ideas, feelings, impulses, aspirations, and values. These conflicts may be triggered by genetic factors, and precipitated by social and environmental forces. Students who exhibit this type of disruptive behavior can be helped by empowering them to understand, modify and control their internal thoughts, feelings and subsequent actions. In future posts se will share several intrapersonal strategies that are designed to help students manage and control their negative emotions and disruptive classroom behavior.

On the next post we will describe the third component of our three dimensional approach to understanding student disruptive behavior: The Interpersonal Dimension.

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*Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.

A Three-Dimensional Model for Understanding Student Disruptive Behavior: Part One, The Group and Community Building Approach

Dimension One: The Group and Community Building Approach to Understanding Student Disruptive Behavior*

Many of our public and private schools are under siege with our students and teachers fearing for their safety and security. It seems each day we learn about new acts of violence, vandalism, sexual harassment and drug dealing that are occurring within some of our public and private educational institutions. In response to this new form of domestic school terrorism, some of our public schools are increasingly becoming fortified units where police and security guards, metal detectors, and other forms of surveillance equipment are evident.

One possible response to this problem is to transform our schools including our Jewish day and supplemental schools into caring communities of learning, places where each member of the community is personally responsible for his/her learning and is also concerned about the academic, social and emotional well-being of others. The values of these communities of learning such as doing one’s personal best, caring and taking responsibility for others, respecting self and others, etc. are discussed, debated, agreed upon, and ultimately evidenced through the daily interactions of its constituents. Accordingly, issues about student responsibility and self-discipline are not the major focus within a community of learning (COL) because of the shared value system of the community. Schools which become COL are now focused on academic achievement, and positive social and emotional development, not the security and safety needs of its constituents.

What is the relationship between the group and community building approach to understanding student disruptive behavior and the creation of caring learning communities?

According to the group and community building approach to understanding student irresponsible behavior, some students disobey and disrespect school rules, policies and procedures because they appear to be undemocratic, unreasonable, illogical and unfair. These students perceive school policies as arbitrary interventions designed for the convenience of the central board/district, administrators and teachers, and are not derived out of the real psychological needs of students. This group and community building approach suggests that when school policies, procedures and rules are perceived by students as being reasonable, logical, and fair, and are created through a democratic process, there is little need to protest and violate school standards and norms. Thus the transformation of a school into a caring community of learners is a practical application of the group and community approach to understanding student disruptive behavior. Accordingly, classroom and school-wide activities which foster the development of group and community and facilitate cohesion are encouraged. We will elaborate on specific community building activities for the Judaic classroom and school in a later post.

On the next post we will describe the second component of our three dimensional approach to understanding student disruptive behavior: The Intrapersonal Dimension.

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*Adapted from Solomon, R. & Solomon E. (2008). Increasing Student Responsibility and Self-Discipline Within Learning Communities: The Participant’s Guide. Tucson, AZ: Fourth R Consulting.

Why Do Certain Students Disrupt Classroom Instruction?

Before we begin to explore the topic of managing student behavior, it seems necessary to first understand the reasons for classroom disruptive behavior. That is, if we have a sound theory explaining why certain students disrupt classroom instruction, we can more effectively manage and control their behavior. Therefore, before we share a multi-dimensional theory on students disruptive behavior, I’d like to pose this question to you, our readers:

What is your theory about why some students misbehave in school?

I invite you to share your thoughts on this question, and I will publish some of them on this blog.

On the next post we will describe the first component of a three dimensional approach to understanding student disruptive behavior: The Group and Community Building Dimension.

Can a Teacher Reach All of His or Her Students Revisited

At the beginning of this section of the blog we posed this question: Can a teacher reach all of his or her students? At that time I wrote: “teachers may not reach all their students in the same way".

Now I would add to that statement and say: A teacher is more likely to reach all of his or her students if her or she can appropriately apply the theory of learning styles and multiple intelligences, differentiated and individualized instruction, the IEP and the ILP, plus obtain the assistance of an instructional support team including special educators at the school or the central agency, the principal or school director, trained mentor teachers, madrichim, and teaching aides.

On the next post we will begin a new topic for the blog, managing student behavior.

What are an IEP and an ILP?

What are an IEP and an ILP?[1]

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know about the IEP and the ILP

An IEP, an Individualized Educational Program,[2] is a legal document that public and some private day schools must create to meet the individual needs of certain students who require special services. The IEP delineates:

(a) the short-term, and annual goals and objectives (i.e. learning outcomes)

(b) the enhanced educational services (i.e. in speech and language, social, and medical services, transportation if needed, assistive technology as needed, such as a wheelchair, a computer that speaks, a braille translator, etc.)

(c) a list of accommodations that a student with special needs is required to receive.

As a teacher in a supplemental or day school you can request a copy of that IEP, so that you can prepare, an ILP, an Individual Learning Plan, to meet the special needs of your student. The ILP is different from the IEP in that it is not a legal document. It should specify the goals, learning outcomes, support services, and accommodations that would help that student become a successful learner in your classroom. It is best, however, to compose this ILP with the assistance of the principal or school director, the resource specialist at your school or at the central agency, or a mentor teacher who has extensive experience in individualizing instruction for students with special needs.

On the next post we will provide a more informed answer to the original question posed in this section of the blog: Can a teacher reach all of his or her students?

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[1] The information on the IEP and the ILP is taken, with permission from the website of the Union of Reform Judaism, http://urj.org/Articles/index.cfm?id=7270 . Retrieved January 30, 2009.

[2] In some jurisdictions, the IEP is called an Individualized Education Plan.

Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Organizing Materials

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several modifications to individualize instruction for students with special needs who have challenges with regard to organizing materials.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Organizing materials	· Only give him/her the materials for one step at a time.** · Provide a workspace where only materials needed for a given task are available at that time. · Color-code materials so students have an easy reference cue. **

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu, http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

** The double asterisk denotes an activity that can be done by a teaching assistant, a trained madrich, a trained parent volunteer, or the student or co-teacher.

In the next post we will discuss the IEP and the ILP.

Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Completing Art Activities and Drawing Assignments

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several modifications to individualize instruction for students with special needs who have challenges with regard to completing art activities and drawing assignments.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Completing art activities or drawing assignments	· Give students the option of pasting a collage, or circling objects rather than drawing or painting them. · Provide stencils for tracing.** · Provide larger crayons or markers that are easier to grip. ** · Pair the student with another student who is stronger in this area.**

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu,http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

** The double asterisk denotes an activity that can be done by a teaching assistant, a trained madrich, a trained parent volunteer, or the student or co-teacher.

In the next post we will share specific modifications to individualize instructions for students who present challenges with regard to organizing materials.

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Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Oral Expression

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several modifications to individualize instruction for students with special needs who have challenges with regard to oral expression.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Expressing himself/ herself orally	· Choose simpler questions to ask him/her in front of the class. · Prep the student by giving him/her questions privately before you ask them in front of the class.** · After you ask a question, wait a few seconds to give him/her time to compose a response. · Give multiple choices or ask the student to recognize rather than recall information.

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu,http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

** The double asterisk denotes an activity that can be done by a teaching assistant, a trained madrich, a trained parent volunteer, or the student or co-teacher.

In the next post we will share specific modifications to individualize instructions for students who present challenges with regard to completing art activities and drawing assignments.

Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Writing

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several modifications to individualize instruction for students with special needs who have challenges with regard to writing.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Writing	· Modify the writing tool to make it more comfortable for the student such as pencil grips, felt tip markers, or larger pencils. · Allow the students to write on a computer. · Allow the students to audio-record his/her responses. · Provide lined paper, rather than blank paper, or draw lines on workbook pages.**

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu, http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

** The double asterisk denotes an activity that can be done by a teaching assistant, a trained madrich, a trained parent volunteer, or the student or co-teacher.

In the next post we will share specific modifications to individualize instructions for students who present challenges with regard to oral expression.

Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Understanding and Following Directions

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several modifications to individualize instruction for students with special needs who have challenges with regard to understanding and following directions.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Understanding and following directions	· Create a short instruction sheet or routine when giving directions.** · Give one direction at a time. · Have the student or a group of students repeat directions back to you to check for understanding. · Use signals or symbols to indicate the kind of directions being given (e.g. a pencil to signal writing directions, a book to signify reading directions, etc.).

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu,http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

** The double asterisk denotes an activity that can be done by a teaching assistant, a trained madrich, a trained parent volunteer, or the student or co-teacher.

In the next post we will share specific modifications to individualize instructions for students who present challenges with regard to writing.

Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Understanding Vocabulary

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several modifications to individualize instruction for students with special needs who have challenges with regard to understanding vocabulary.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Understanding vocabulary	· Teach difficult or new words at the beginning of the lesson. · Create a simple glossary of terms for the students to keep on their desk.** · When you say or read a difficult word, stop, and explain it again.

On the next post we will share specific modifications to individualize instructions for students who present challenges with regard to understanding and following directions.

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu,http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

Special Announcement: Online Mentoring for Judaic Educators Through JETS (Jerusalem Educators Technology Solutions)

Dear Colleagues and Friends:

Did you know that there is an organization that does online mentoring including video conferencing for Judaic educators in day schools? That organization, Jerusalem Educators Technology Solutions or JETS, is made up of experienced and successful Jewish day school educators from the United States who will do individual or group mentoring programs in a variety of areas including pedagogy, curriculum integration, assessments, and the application of technology to enhance student learning. If interested, check out their website at this address: http://www.ieducatefromisrael.com/teacher-mentoring.html

Individualized Instruction for Students with Special Needs Who Present Challenges with Regard to Reading Comprehension

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find several suggested modifications to individualize instruction for students with special needs who have challenges with regard to reading comprehension.

Specific Learning Challenge	Some Suggested Modifications to Individualize Instruction*
Reading comprehension	· Shorten or edit student reading materials, or select a portion for the student to read.** · Allow students to read in pairs, a weaker reader being paired with a stronger one. · Highlight the main ideas that are important for the student to understand.** · Record the reading and allow the student to listen to it being read to him or her.**

In the next post we will share specific modifications to individualize instructions for students who present challenges with regard to understanding vocabulary.

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*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu, http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

** The double asterisk denotes an activity that can be done by a teaching assistant, a trained madrich, a trained parent volunteer, or the student or co-teacher.

Individualized Instruction for Students with Special Needs Through Modifying the Assessments

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find the forth of four ways to individualize instruction for students with special needs by modifying the assessments.

*Chart of Individualized Modifications for Students with Special Needs

Special Education Modifications	Sample Modifications for Individualized Instruction
Modify the assessments	· Reward approximations. · Recognize and give credit for oral presentations. · Provide multiple formats for testing to give students opportunities to demonstrate knowledge. · Make arrangements for homework assignments to reach home with clear and concise directions. · Chart student performance on an individual, and confidential basis.

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu, http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

In the next post we will suggest specific modifications to individualize instructions for students with reading comprehension challenges.

Individualized Instruction for Students with Special Needs Through Modifying the Time Demands

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find the third of four ways to individualize instruction for students with special needs by modifying the time demands.

*Chart of Individualized Modifications for Students with Special Needs

Special Education Modifications

Sample Modifications for Individualized Instruction

Modify the time demands

· Increase the amount of time given to complete assignments and tests. Use contracts to delineate what the student is to complete at a certain point in time. · Reduce the amount of work or length of tests. · Teach time management skills. · Space work periods with breaks based on student’s needs. · Alternate demanding tasks with simpler activities. · Alternate quiet and active times. · Give a specific task to perform within a specific time period.

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu, http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

On the next post we will examine the forth of four different types of instructional modifications, modifying the assessments.

Individualized Instruction for Students with Special Needs Through Modifying the Classroom Environment

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know how to individualize instruction.

Below you will find the second of four ways to individualize instruction for students with special needs by modifying the classroom environment.

*Chart of Individualized Modifications for Students with Special Needs

Special Education Modifications	Sample Modifications for Individualized Instruction
Modify the classroom environment	· Reduce distractions. · Use checklists, and visual schedules in addition to oral instructions. · Establish, teach, and implement a daily routine. · Make clear, consistent rules that are in force at all times.

*This is taken, with permission, from the website of the Union of Reform Judaism (URJ), special needs menu, http://urj.org/educate/specialneeds/. Retrieved January 30, 2009.

On the next post we will examine the third of four different types of instructional modifications, modifying the time demands.