The Perfect Plan for that One Student


Dear Teacher,

It is early in the year, but if you have been teaching for at least a year I bet you already know something about your class(es).

We all know that there is always “that one student” in your class that, well…you know who I’m talking about.

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Have you found him/her yet?  Have you identified that student that is going to make the year more, um, interesting?

I am not saying all of this to mean that there is always going to be a defiant student that you just can’t reach.  I am just admitting the reality that there usually seems to be at least one student (or more than one) whom it will be more off a challenge to connect (and operate class with him/her in the room some days).

I am sure that we have all seen the meme, or some form of it, that tells us something that is probably true about this student.

I guess it may be kind of a cliched thought at this point, but it is nonetheless true.  These students are probably fighting battles that we have no way of knowing.  They are acting out in response to the reality that they know or as a way to gain control of their lives in some way.  I think we all know this and may even know some of the child’s story.

But still…

How in the [choose your own word to go here] are we supposed to teach when that student is “looking for love in all the wrong places” and you have a classroom of other students who aren’t?

What is worse is that sometimes these students learn that if they do this often enough, they are in complete control and this feels good against the chaos backdrop of their lives .  Things that feel good are often repeated.  This repetition causes a different kind of chaos for you and your other students.  Not to mention you have an ongoing problem that makes other teachers and administration question your classroom management skills.

Gee, thanks for reminding me what to look forward to…

Do not fret, I have something for you to try!

Okay, I am going to be honest, this idea is not my own, but I have stumbled upon pieces of it by accident almost every year that I have taught (this year will be number ten).  The basis of it is simple, and I think it is something we all know intrinsically (however, it is so hard to practice sometimes).

The key to working with difficult students is what you do when there is no crisis.

If the only attention that these students get from you is when there is a classroom disruption or some kind of drama and these students are acting out as way to get the attention they crave…one plus one equals two…they are going to show out in your class.  I can say that with as much certainty as I can say that the Sun shines during the day more than at night.  It is not rocket surgery (yes, I know what I did there).

This means that they have to have attention from you unrelated to their behavior.  Oh, and just praising the “good stuff” is not enough.  That is still based on behavior.  If they want attention and are used to getting it for negative things, the negative is easier for them to attain.  If “being good” is a stretch from what is comfortable and they want the attention without working for it, get ready for negative behaviors that disrupt your class.  It may be less often, but it will still happen.

No, you can’t base your connection with them on behavior (but praising the positive is still very, very important).

You have got to build a relationship with these students (and arguably all students) based on them being human people that deserve respect for who they are more than what they’ve done.

Let me be clear, I am not saying that we ignore behavior!  No.  Consequences for negative behaviors and praise for positive is also a needed aspect of humanity that will help children grow into better adults.  Behavior is important!  However, there is something that these students need that they aren’t getting much of…connection with adults based on who they are and not what they do.  This type of attention will help them slowly learn to think through choices and pay attention, eventually, more to their behavior.

Connection in the most important attention that these students need.

All students need this type of attention.  Most students get this type of attention at home, school, or elsewhere.  A lot of times our most difficult students do not.  They need it and don’t know it, and they are not getting it.  They get attention (and control) the only way they know how…and sometimes this is unfortunately at the expense of your class time.

You know the need, so now how about a strategy for trying to meet it?

We have so much on our plates as teachers, how are we going to find time for individual students (that probably drive us up a wall most days)?

Little of the time should come during class time.

We all know those moments in the day we can use.  Elementary teachers can build a minute or two into transition time (have the other students transition while you take a moment to talk to the one student).  Middle School and High School teachers can use hallway transition times (or other times that can be built into class time…like the small transitions in class).  Also, giving these students class jobs go a long way, too, and gives you time to talk.

How do you build the relationships during these little moments?

That is where the strategy I mentioned that is not my idea comes in…

The 2 x 10 Strategy

No, I am not suggesting that you use a large piece of lumber to help the student behave better!  It is a strategy of using little moments with difficult students to help connect with them and give them that connection they need.

The 2 x 10 Strategy is something that was discussed by several teachers in the Encouraging Teachers Facebook group (this group only excepts new members a couple of times of year, but there are other groups like this on Facebook, as well).  It was further explained by Angela Watson through a blog post that I highly recommend that you read for more details and discussion on this.

Simply put, the idea is that you talk to the student for two minutes a day for at least ten consecutive days in a row and let them talk about whatever they want for the whole time (with little input back from you…it is their time).

Too easy to be true?

Maybe…but think about it.  It is likely that these students almost never get this kind of attention and conversation from adult in their lives (or anyone else).  We crave this.  This is why we have friends.  This is why we spend time with family.  This is a part of the reason we need a planning period…to connect with other people.  It makes sense to think that students crave this, too, even if they don’t know it or how to vocalize it….so they get attention they way they know how…and we have already discussed that cycle!

This conversations are a way to cut the attention-seeking behavior short and help you build a lasting connection and rapport with students who may be wrecking class time from time-to-time, and instead they become one of your greatest allies in class.

I say it is worth a shot.

It is early in the year and there probably haven’t been major disruptions from these students yet.  Why not give this strategy a try?  What do you have to lose?  This is your chance to try something different by teaching smaller to help all of your students succeed in your class.  That is what you signed up to do, isn’t?  This is your year to do it better than ever!

Wonka

You really do make a difference and are an amazing teacher!  I do believe that this will be the best year ever for you.  Be awesome…and you are because you can’t help it!  Keep going and keep on teaching, Teacher!

Love, Teacher

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4 thoughts on “The Perfect Plan for that One Student

  1. Thanks so much for this strategy. I will try the 2 x 10 approach with more consternation and I agree with you, I believe it will make a positive impact on all my students especially that one special one. 🙂

  2. I needed this for “the one” who may have undiagnosed ODD. Will do for the next 10 days! Smart, smart, smart, and craves attention in negative ways. BTW, is there a code for the remind for you? I didn’t see where to join.

    • Awesome, Teacher Judy! Let us know how it goes with that student! If 2 x 10 doesn’t work, extend it out until it does. I am thinking that some students may need more time. I will try to have a blog post up about Remind on Monday, but the short story is to text “@edcouraged” to 81010.

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