Curious - are there several disruptive children in your kid's class, by chance?

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous] And you think that child should be removed from the school? [/quote]

Who is "that child?" What makes you think I might want "that child" child removed from school? [/quote]

I'm not talking about a child challenging an adult. I'm talking about a child disrespectfully (and repeatedly) challenging a teacher who responsible for teaching a class of 12 - 15 children and challenging that teacher to the point of disrupting the rhythm of the class.[/quote]

What are you suggesting they do with these disrespectful children?[/quote]


Before even entertaining the thought of denying a contract for a "disruptive" child, a school should:

1) Communicate with parents about specific issues, providing concrete details about why this is a problem
2) Make sure school and parents are in agreement that issues are a problem
3) Come up with plan that sets clear and specific goals and that allows both teacher and parents to address problems
4) Have both teacher and parents sit down together with child and explain plan
4) Implement plan
5) Communicate on a regular and on-going basis with parents and child

As a previous poster said, parents can't address an issue they don't know about or understand completely. I know of one instance where the parents stood in the hall outside the classroom and listened to the class discussion so that they understood first-hand how their child was acting. The situation took an immediate and positive turn. Knowledge is power.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous] And you think that child should be removed from the school? [/quote]

Who is "that child?" What makes you think I might want "that child" child removed from school? [/quote]

I'm not talking about a child challenging an adult. I'm talking about a child disrespectfully (and repeatedly) challenging a teacher who responsible for teaching a class of 12 - 15 children and challenging that teacher to the point of disrupting the rhythm of the class.[/quote]

What are you suggesting they do with these disrespectful children?[/quote]


Before even entertaining the thought of denying a contract for a "disruptive" child, a school should:

1) Communicate with parents about specific issues, providing concrete details about why this is a problem
2) Make sure school and parents are in agreement that issues are a problem
3) Come up with plan that sets clear and specific goals and that allows both teacher and parents to address problems
4) Have both teacher and parents sit down together with child and explain plan
4) Implement plan
5) Communicate on a regular and on-going basis with parents and child

As a previous poster said, parents can't address an issue they don't know about or understand completely. I know of one instance where the parents stood in the hall outside the classroom and listened to the class discussion so that they understood first-hand how their child was acting. The situation took an immediate and positive turn. Knowledge is power.[/quote]

Then I agree with you.

Other posts were saying weed out, not admit, etc. There was a lot of blame put on the parents for being bad parents.

Also, I don't think anybody knows if the administration is deal with it since student have a right to privacy.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

Then I agree with you.

Other posts were saying weed out, not admit, etc. There was a lot of blame put on the parents for being bad parents.

Also, I don't think anybody knows if the administration is deal with it since student have a right to privacy.
[/quote]

Thank you.

And I do wish more schools operated along these lines because there are many families with very bright children being ill-served by timid schools.

[Anonymous]

Amen

[Anonymous]

Amen

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous] And you think that child should be removed from the school? [/quote]

Who is "that child?" What makes you think I might want "that child" child removed from school? [/quote]

I'm not talking about a child challenging an adult. I'm talking about a child disrespectfully (and repeatedly) challenging a teacher who responsible for teaching a class of 12 - 15 children and challenging that teacher to the point of disrupting the rhythm of the class.[/quote]

What are you suggesting they do with these disrespectful children?[/quote]


Before even entertaining the thought of denying a contract for a "disruptive" child, a school should:

1) Communicate with parents about specific issues, providing concrete details about why this is a problem
2) Make sure school and parents are in agreement that issues are a problem
3) Come up with plan that sets clear and specific goals and that allows both teacher and parents to address problems
4) Have both teacher and parents sit down together with child and explain plan
4) Implement plan
5) Communicate on a regular and on-going basis with parents and child

As a previous poster said, parents can't address an issue they don't know about or understand completely. I know of one instance where the parents stood in the hall outside the classroom and listened to the class discussion so that they understood first-hand how their child was acting. The situation took an immediate and positive turn. Knowledge is power.[/quote]

Then I agree with you.

Other posts were saying weed out, not admit, etc. There was a lot of blame put on the parents for being bad parents.

Also, I don't think anybody knows if the administration is deal with it since student have a right to privacy.
[/quote]


First of all, let me say that I think that the steps cited above make total sense. Also I'm wondering whose idea it was to have the parents stand in the hall and listen to the class. That's a gutsy call and I admire whoever suggested it and accommodated it --- administration and/or teacher and/or parents.

Second of all, I'm wondering how many schools are actually this professional and interested in helping the child exhibiting a behavioral (as opposed to an academic) problem, rather than just getting through the school year.

Anybody have any experiences with a school handling a problem in this fashion?

[Anonymous]

Two of my friends (both with kids at DC's school) each had a kid who fits the bright/would dominate conversation if you let him/her category. Easily handled by teachers with parental consultation. Basically, the technique was for teachers to come up with a method that made the kid conscious of his/her participation and helped the kid self-ration. In one case it was probably totally under the radar for the other kids (talkative child had 3 or 4 small stones and would "spend" them each class -- one per comment -- and did so by transfering them from one location to another (e.g. pocket to pocket)). In another, where the kid was older, it was a little more explicit but tended to be phrased as a challenge when the kid was called on -- e.g. can you formulate your response in four sentences?

In both cases, it was made clear to the child that his/her participation was valued and that the goal was to make it even more valuable -- by engaging in a way that made others more inclined to listen than to tune out and by taking a moment to focus on the most important part of what s/he wanted to say.

[Anonymous]

I think that there is a lot of "getting through the school year" going on with bright kids dominating and disrupting classrooms but there are some excellent teachers out there handling these situations beautifully. We've been on both sides of the fence: we have a wall-flower and a conversation-hog.

The wall-flower was so intimidated by what she interpreted as disdain coming from an assertive and domineering classmate that she wasn't participating in class. We talked with the teacher about how our daughter was feeling, she validated (I hate that word but I can't think of a better one) her feelings and asked us to trust her. By the end of the school year the teacher had worked wonders with the class dynamics and my wall-flower was speaking up. As a previous poster mentioned we sometimes don't know what's going on behind the scenes. And I don't want to know because children (even high schoolers in this case) deserve some privacy.

My conversation-hog was a different story. Not only did she talk way too much and interrupt but many of her classmates thought she was a nut --- they didn't understand her passion or the points she was making (especially in literature). You can't imagine how hurt she would get when kids would react negatively to her discussion points, accusing her of reading ahead, etc. We've had two excellent years (6th and 7th grade) where teachers have promised her that they would call on her three times in class and also promised to talk about her out-of-the-box interpretations over lunch or other breaks. Her relationship with the teachers has provided a pressure release and allowed her to temper her remarks in class.

[Anonymous]

Re: 8:34. I love the transferring rocks from pocket to pocket. Could we get that for some work world meetings?

[Anonymous]

LOL! 8:34 here and I have to confess that I thought the same thing when I heard about it!!

[Anonymous]

Anonymous wrote:Sorry...what is ASD?

Autism Spectrum Disorder. Aspergers in this case.

[Anonymous]

Re: 8:34 (on 6/19/11), I love the transferring rocks method too. Can you share the name of this school? Thank you!