In 4th grade, I might intervene. In 7th grade, for one class? I’d follow the schools escalation policy. So I would tell DC she needs to approach the teacher and tell her that she has been having trouble concentrating and asked to be moved. If she was having trouble approaching the teacher, I would role play with her and/or assist her in drafting an email. If the teacher was not responsive, then I would have DD follow the school’s escalation policy and talk to her guidance counselor.

If the problem was still not solved, I would step in and email the teacher and guidance counselor. But, I would not assume I had gotten 100% of the story from DD. My DD is honest and a good kid. But 7th grade is age 12. They might tell a lie to deal with an uncomfortable situation or not tell you the whole story.

How does your school want issues addressed OP? Do that. By middle school, kids should take the lead in resolving problems, because self advocacy is a life skills.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Actually, you are incorrect. I taught for 20 years and I would often seat a disruptive/trouble maker with the quiet, studious, well behaved kids. Not because I wanted to screw my good students, but because I knew they could keep up their grades despite distractions. Now if a student asked to be moved because she couldn’t handle the distractions, I would absolutely oblige. I’ve had a couple of kids that were so incredibly disruptive that I had to keep rotating them from table to table throughout the year so that no kid had them at their table for too long. I received massive amounts of complaints from parents about these particular teens. I completely understood, but I had to seat them somewhere, and I received, unfortunately, very little support from their parents.

+1

+2

DP here. I just redistributed 5 trouble makers from one table to different areas of the room. There was some initial grumbling by the well-behaved students, but a week later, I have one student being disruptive rather than five. I will continue to follow the referral procedure for him until he either “gets it” or admin decides to change his schedule. Meanwhile, the students who didn’t want to receive the other “bad kids” have seen those peers settle down and work this week. This helps them understand that people can change and everyone can contribute.

However you know as well as everyone else here knows that kids with behavioral problems, sometimes don't change we just see them getting farmed out to different classrooms and schools.

+1

I have definitely seen this happen, because by the time high school rolls around, the disruptive kids are into bigger disruptions. What do the parents (of the disruptive kids) do? Try to blame other kids, of course - same as always. Other parents need to be aware of their M.O. If their M.O. was to actually get their kid appropriate help, I would feel differently - but it gets old quick, in the classroom.

I just want to say thank you to the professional and responsible and NOT lazy teachers like recent PP who have to deal with troubled kid hell - and actually do something about it, instead of putting it on one student. I have seen one teacher actually try to challenge parents of a "quiet kid" - because that kid was not speaking up about it. How dare that teacher try to turn the tables on a kid - who he was obviously trying to punish for being quiet! The parents should have had him fired, because this hell happened all year. Of course, the troubled kids' parents were just as worthless as you would expect. Inexcusable.

I think every parent of a "quiet child" should be aware of the possibility, and be sure to always know about seating arrangements. Lazy teachers don't want you to know this, but too bad.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Actually, you are incorrect. I taught for 20 years and I would often seat a disruptive/trouble maker with the quiet, studious, well behaved kids. Not because I wanted to screw my good students, but because I knew they could keep up their grades despite distractions. Now if a student asked to be moved because she couldn’t handle the distractions, I would absolutely oblige. I’ve had a couple of kids that were so incredibly disruptive that I had to keep rotating them from table to table throughout the year so that no kid had them at their table for too long. I received massive amounts of complaints from parents about these particular teens. I completely understood, but I had to seat them somewhere, and I received, unfortunately, very little support from their parents.

+1

+2

DP here. I just redistributed 5 trouble makers from one table to different areas of the room. There was some initial grumbling by the well-behaved students, but a week later, I have one student being disruptive rather than five. I will continue to follow the referral procedure for him until he either “gets it” or admin decides to change his schedule. Meanwhile, the students who didn’t want to receive the other “bad kids” have seen those peers settle down and work this week. This helps them understand that people can change and everyone can contribute.

However you know as well as everyone else here knows that kids with behavioral problems, sometimes don't change we just see them getting farmed out to different classrooms and schools.