Have your children ever had an extremely disruptive child in elementary class?

[Anonymous]

How can anyone say FAPE is being met when NOBODY IN THE CLASSROOM IS LEARNING BECAUSE THE CLASSROOM IS TOO DISRUPTIVE?

That's a case where education rights for special needs kids shoots itself in the foot.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My dc's private doesn't put up with discipline problems. My dc told me one year that "'Jimmy' doesn't listen." He mentioned this maybe twice. In December, dc told me that "'Jimmy' is going to a new school after Christmas." It was interesting, I don't think anyone at the school told the children that "Jimmy" was leaving because of his discipline problems, but the kids figured it out on their own. It made quite an impression on them.

I bet if Jimmy's daddy was a big donor it would have been a completely different story.

You are right. We had this problem in our private, down to a teacher even refusing to return to the classroom because the kid was violent. Headmaster did nothing because a parent was on the board and the kid was a minority. We left.

[Anonymous]

Anonymous wrote:No, the feeling is not the same. That is the entire point of mainstreaming.!!! Do you realize how
Discriminatory that sounds?

If you do not want a child with an Iep in your child's class, pay for private school.

HAH! We encountered more behavioral problems at our private than in FCPS. As one educational consultant said, "There's a reason why these parents are paying for these kids to go private - they can't control them". Yes, she really said that.

[Anonymous]

Anonymous wrote:Sorry that your child's classroom is disrupted but I'm assuming this child has an IEP in place and is entitled to an education in the least restrictive environment, Have you considered that the "disruptive child" may learn how to control their actions better by having peer models? That there may be a benefit to both the child and the children in the classroom that you can't see.

As for talking to the principal, if the principal says anything to other parents about that individual child he or she can and may very well be sued.

So the majority's right's are stripped to accommodate the minority. And that's ok?

[Anonymous]

Anonymous wrote:

Anonymous wrote:No, the feeling is not the same. That is the entire point of mainstreaming.!!! Do you realize how
Discriminatory that sounds?

If you do not want a child with an Iep in your child's class, pay for private school.

HAH! We encountered more behavioral problems at our private than in FCPS. As one educational consultant said, "There's a reason why these parents are paying for these kids to go private - they can't control them". Yes, she really said that.

My daughter is at private. Straight A model student. She's there because of the nasty culture in her public.

[Anonymous]

Anonymous wrote: I'm all for kids having rights, including Special Ed kids (I actually volunteer with an organization that services folks with Intellectual Disabilities) but when you have a persistent behavioral problem that takes up the bulk of the teachers time, I start to advocate for the "rights" of the other 25 kids in the class.

Really, what about the rights of the other 25 students that have to be distracted from studying and don't a quality time in the classroom because they're being used for 1 person's therapy? School is about education, it's not a place for therapy. If you kid can't handle it - take him out, homeschool.

[Anonymous]

So there - the problem is that SN kids' parents think of a school as a therapy tool. It's like a free therapy at the expense of other 25 kids.

[Anonymous]

I'm a teacher out of the DC area who has a student who can be disruptive. There's a lot of possible causes of why he disrupts, none of which makes me want to remove him from my classroom permanently.

When my student begins to be disruptive he gets a warning. Often I will send him on an errand, because that helps him reset. If it continues and starts to escalate, I give a signal to the class which tells them to leave the room. The students walk to a common area and sit down. That leaves me and the student alone in the room. There is a button that I can push which will send help if needed. Once he is calm, I get the rest of the students and we move on.

I have a behavior system (marble bucket) in the classroom for all students which helps. If he escalates to the point of hurting someone he has to sit in the office during electives, PE, or lunch.

He is showing a lot of growth compared to previous years, and is a great kid. He just can't handle himself sometimes. He's only gotten physical with me once, and that was because I went to hit the button to call the principal and he was trying to prevent me from doing so because he didn't want to go to the office.

Part of being employed at the school I work at (this is my first year) was receiving non violent intervention training (including how to escape holds/grabs) and PBIS training. I've quickly realized that DC/MD/VA's idea of PBIS is very different then here.

[Anonymous]

Anonymous wrote:If he escalates to the point of hurting someone he has to sit in the office during electives, PE, or lunch.

He is showing a lot of growth compared to previous years, and is a great kid. He just can't handle himself sometimes. He's only gotten physical with me once, and that was because I went to hit the button to call the principal and he was trying to prevent me from doing so because he didn't want to go to the office.

Why is it okay that my quiet, shy, gentle kid has to go through the school day worried about another student hurting him?? Why is that not an issue.

It's great that you're willing to do all this, but all the energy you're putting towards this one disruptive kid would be better spent on actually teaching the kids who want to be there and who want to learn.

[Anonymous]

Anonymous wrote:I'm a teacher out of the DC area who has a student who can be disruptive. There's a lot of possible causes of why he disrupts, none of which makes me want to remove him from my classroom permanently.

When my student begins to be disruptive he gets a warning. Often I will send him on an errand, because that helps him reset. If it continues and starts to escalate, I give a signal to the class which tells them to leave the room. The students walk to a common area and sit down. That leaves me and the student alone in the room. There is a button that I can push which will send help if needed. Once he is calm, I get the rest of the students and we move on.

I have a behavior system (marble bucket) in the classroom for all students which helps. If he escalates to the point of hurting someone he has to sit in the office during electives, PE, or lunch.

He is showing a lot of growth compared to previous years, and is a great kid. He just can't handle himself sometimes. He's only gotten physical with me once, and that was because I went to hit the button to call the principal and he was trying to prevent me from doing so because he didn't want to go to the office.

Part of being employed at the school I work at (this is my first year) was receiving non violent intervention training (including how to escape holds/grabs) and PBIS training. I've quickly realized that DC/MD/VA's idea of PBIS is very different then here.

I'm sorry but this is nuts. So you disrupt the activities of 25 kids or whatever lesson you are teaching for one kid?? It's almost like a fire drill.

[Anonymous]

Anonymous wrote:I'm a teacher out of the DC area who has a student who can be disruptive. There's a lot of possible causes of why he disrupts, none of which makes me want to remove him from my classroom permanently.

When my student begins to be disruptive he gets a warning. Often I will send him on an errand, because that helps him reset. If it continues and starts to escalate, I give a signal to the class which tells them to leave the room. The students walk to a common area and sit down. That leaves me and the student alone in the room. There is a button that I can push which will send help if needed. Once he is calm, I get the rest of the students and we move on.

I have a behavior system (marble bucket) in the classroom for all students which helps. If he escalates to the point of hurting someone he has to sit in the office during electives, PE, or lunch.

He is showing a lot of growth compared to previous years, and is a great kid. He just can't handle himself sometimes. He's only gotten physical with me once, and that was because I went to hit the button to call the principal and he was trying to prevent me from doing so because he didn't want to go to the office.

Part of being employed at the school I work at (this is my first year) was receiving non violent intervention training (including how to escape holds/grabs) and PBIS training. I've quickly realized that DC/MD/VA's idea of PBIS is very different then here.

I hate this story and would protest if my child was being sent out of her classroom due to another child's expected mis-behavior. It's unbelievable that this is an approach that has been signed off on by multiple adults. You should demand to be treated better for yourself and the other students in your charge.

[Anonymous]

The funny thing is- life is like this, too. All of our snowflakes will need to deal with life that includes all types of people, all types of disruptions and all manners of dealing with it. Doesn't anyone see the benefit of our kids learning to work WITH people, seeing positive behavioral interventions implemented and working, or seeing conflict resolution modeled for them?

[Anonymous]

Anonymous wrote: I give a signal to the class which tells them to leave the room. The students walk to a common area and sit down. That leaves me and the student alone in the room. There is a button that I can push which will send help if needed. Once he is calm, I get the rest of the students and we move on.

WTF??? 25 students have to miss out on the lesson and go sit it out because 1 student doesn't behave appropriately?!
ARE YOU KIDDING ME?
No wonder the U.S. has such a crappy school education comparing to the rest of the world.

I think this the problem with the U.S. education system - no child left behind. The focus is on the child behind, not on the normal children.
In other better educated countries the students can't perform at a certain level, they're left behind, left behind to repeat that school year. Everyone moves on with the program, and if you lag behind - it's your problem. Get tutoring.

[Anonymous]

Anonymous wrote:The funny thing is- life is like this, too. All of our snowflakes will need to deal with life that includes all types of people, all types of disruptions and all manners of dealing with it. Doesn't anyone see the benefit of our kids learning to work WITH people, seeing positive behavioral interventions implemented and working, or seeing conflict resolution modeled for them?

Where do you see this in real life exactly?

Do you picture at your office an employee behaving violently and being disruptive and the management conducting a special therapeutic intervention for him? I see these people fired mostly.

Do you picture someone disrupting a class say in Yale or Harvard and the rest of the students sitting out in the hallway waiting for him to calm down?

Positive behavioral interventions are for your therapist, in real life no one is going to baby you because you can't control yourself.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If he escalates to the point of hurting someone he has to sit in the office during electives, PE, or lunch.

He is showing a lot of growth compared to previous years, and is a great kid. He just can't handle himself sometimes. He's only gotten physical with me once, and that was because I went to hit the button to call the principal and he was trying to prevent me from doing so because he didn't want to go to the office.

Why is it okay that my quiet, shy, gentle kid has to go through the school day worried about another student hurting him?? Why is that not an issue.

It's great that you're willing to do all this, but all the energy you're putting towards this one disruptive kid would be better spent on actually teaching the kids who want to be there and who want to learn.

I'm going to address everyone at once.

It is NOT a class of 25 students. It is a school for the Deaf - I have 5-6 students at a time. Some elementary classrooms in my school have 9-10 students, but not mine. The students typically grab their work on their desk and take it with them. If a para is around, that para will help out while I work on deescalating the situation.

Students have been sent out of the room twice so far this year, and it was for less then 5 minutes. Either he calms down (which is normally what happens), or the counselor or principal will remove him. We still get our work done - everyday we get through language arts centers and social studies even if I have to give the student a break or give him an alternate activity.

He DOES want to be there. Like I said, he's a great kid. He's a smart kid. He has some severe learning disabilities, but he LOVES school. But, previous years of neglect and rejection (and I suspect, abuse) leaves him as a very anxious kid who disrupts. It WILL get better as the school year continues - I'm a new teacher and a new adult in his life so he's testing the waters. If things do continue we will request an aide from his school district for him - but only if necessary.

And for the record I also have a little girl who is completely typical but she will say mean things to other students and has taunted and hit them before. No child is a model perfect child or student. Part of the job as a teacher is working on emotional/social skills as well.