Four Questions to Ask When Dealing with Challenging Students
In a previous blog, we explored approaches to handling challenging behavior in the classroom, offering educators questions to aid in understanding their students' motivations. Building on that foundation, this post delves into four critical questions I ask myself as a teacher when faced with students exhibiting disruptive behaviors. These questions, part of my daily reflective practice, are designed to foster an open-hearted and proactive approach to teaching.
Is my lesson plan differentiated to meet all students' needs, wants, and desires?
Often, we urge students to focus, behave, or engage without considering whether our lesson plans align with their actual needs. Education is more than delivering information; it's about connecting content with students' lives and challenges. Reflect on whether your lesson plan accounts for students' behavioral challenges, learning gaps (in areas like reading or math), and even the classroom layout and lesson sequence, incorporating diverse resources like videos, texts, and digital tools to enhance engagement.
These reflective questions are not just a checklist but a foundation for creating a more inclusive, responsive, and effective learning environment that acknowledges and addresses the diverse needs and challenges of all students. By asking these questions regularly, educators can adapt their strategies to better support their students, fostering a classroom atmosphere where every student has the opportunity to succeed and grow.
Is my pacing through my lesson crafted in a way that can keep my students engaged?
After evaluating the differentiation of our lesson plans, the next critical consideration is the pace of our lessons and their capacity to maintain student engagement. Early in my teaching career, I learned that the pace at which content is delivered can be as crucial, if not more so, than the content itself. As an example, in my ELA classes, I structured lessons to include a 10-minute warm-up, 15 minutes dedicated to vocabulary strategies, a 20-minute mini-lesson, followed by 15 minutes of modeling the day's content. This led into 35 to 40 minutes of small group or station work, culminating in an exit ticket to assess understanding and retention.
This structured approach prompts two key reflections: First, is there a clear, consistent instructional sequence that students can easily follow and adapt to? Second, does the lesson pace cater to the varied learning abilities of students, ensuring active engagement and providing necessary breaks? Such a paced environment not only keeps students actively involved but also accommodates their learning needs, creating a dynamic classroom where education is both accessible and effective.
Am I emotionally, mentally, spiritually and physically prepared for my students today?
The third, and perhaps most critical, point to consider is whether I am fully prepared—beyond lesson plans and materials—to engage with my students each day. This preparation encompasses mental, emotional, spiritual, and intellectual readiness to give my all in the classroom. The common misconception among educators is that preparedness solely pertains to academic content. However, personal readiness plays a pivotal role in our ability to effectively teach and connect with our students.
I've encountered situations where personal challenges or discussions outside of school impacted my capacity to fully engage with my students. Operating from a "cup" that's not fully charged means we're unable to give our students the comprehensive support and energy they deserve. Thus, it becomes essential to explore practices that rejuvenate our spirit and focus before stepping into the classroom. Incorporating reflection, journaling, or prayer into our daily routines can significantly enhance our readiness to meet our students' needs. This process of self-care ensures we can pour from a replenished cup, allowing us to be present and fully committed to our students' learning and well-being.
Am I Prepared to #StartWithHeart?
The final consideration is whether I have begun each day with heart. This means assessing if I've actively worked on fostering relationships with my students, approaching them with love and understanding. Starting with heart involves more than just pedagogical readiness; it requires showing up with empathy, ready to engage with and appreciate the unique stories each student brings into the classroom. Every day presents a dual opportunity: for students to rewrite their narratives and for educators to influence these evolving stories positively.
Reflecting on whether we've prepared lessons that resonate with our students, ensured our pacing and instructional sequences are inclusive, prepared ourselves holistically for the day, and led with heart, are essential practices. These four questions serve as a guide to not only enhance our teaching but also to cultivate a learning environment that our students both love and need. By integrating these considerations into our daily routine, we affirm our commitment to teaching that is as compassionate as it is effective, fostering an atmosphere where students feel valued and understood.