How to work with problematic students

Have you ever experienced problem students during one of your lessons?  In every school, no matter how strict, you’ll most likely come across a few students who have trouble during class time.  All students have their own likes, dislikes, interests and their own way of learning.  Troubled or disruptive students are no different.  They also have interests and preferences when it comes to learning and interacting with others. 

As ALTs in Japan, our authority in the classroom only goes so far. Addressing issues or reprimanding students in the classroom is not our responsibility. The HRT or JTE is responsible for disciplining troubled and disruptive students.

Here are some tips and advice on how to deal with disruptive students, how to spot them and how I’ve dealt with them in the past.

 

1. THE WALL-CLIMBER

The wall-climbers are probably the most difficult to handle.  They are often never in their seats, they climb over desks, tables, chairs or whatever else is in the classroom.  They are often followed around by a volunteer college student or a special needs teacher. These assistants are usually specially assigned to monitor the child. When you see these special teachers, you can usually relax and concentrate on the lesson at hand.  But what happens when these special teachers aren’t around?  

In the U.S., these students would be sent to the principal’s office or separated from the class in some way.  In Japan, not so much. As an ALT, there are some things you can do to try to help.

How to deal with fidgety students

On a few occasions, I’ve asked wall-climbers to help me with a task.  Whether it was to hold the flashcards, handout or collect worksheets, demonstrate an activity.  I’ve found that these student aren’t necessarily against learning or hate English. They just need attention and they want to be involved in other ways besides sitting at their desks.  If you can, ask the JTE/HRT if it’s okay to give the student a certain task before the lesson.

Next time a student is hiding behind the whiteboard or sitting on the floor in front of the class, try asking them to help you out.  Their response may surprise you.

 

2. 2. THE LIGHT SWITCH

I once had a student who would get worked up if they couldn’t perform their task.  He was usually well-behaved in class and made great efforts to participate. But like a light switch, if he made a mistake, said something incorrect, or simply couldn’t decide if he liked apples or not, he would have a sort of nervous breakdown. This would disrupt his surrounding students.  On occasion, these meltdowns would be so disruptive that the class would have to pause and wait for him to calm down. The student wasn’t a wall-climber, so he didn’t require any extra teachers, just some extra support and TLC.   

The JTE and I discussed how we would address this student and how to avoid these nervous breakdowns during class time and how to move forward. 

How to avoid meltdowns in the classroom

First, we gave the lesson plan and whatever related materials/worksheets to the HRT a week in advance. We also made sure the HRT understood the flow and what the students would be expected to say or do.  That way, the HRT would be familiar with the oncoming lesson and be able to provide the student with some extra help and guidance during the lesson.   

Second, during class time we would give him some extra attention and help but we tried not to make it obvious.  We didn’t want him to feel singled out or embarrassed.

Lastly, we didn’t want to hinder his good participation. All teachers love a good hand-raiser, but we had to keep in mind what might trigger the next meltdown.  Textbook questions and answers, vocabulary related questions and some yes or no questions were okay.  But decision-making questions and personal preference questions seemed to trigger the eventual explosion. We were able to drastically reduce his meltdowns during class which was great for everyone.

If you come across a similar student or situation, it’s best to bring it up with your co-teacher. Discuss if there are any ways to make the student’s learning experience a good one. Even if it takes some customizing and tailoring to make it work.

 

 

3. 3. THE CHATTERBOX

The chatterbox is probably my least favorite when it comes to problem students.  It’s the blatant disregard for the one whom is speaking, whether it is the teacher or their own classmates.  The unfortunate thing about a chatterbox is that they distract other students who are trying to listen.

Most of the time, the JTE or HRT will address the chatterbox and urge them to stop talking, but often, it’s to no avail.  A few ways I have tried to stop the chatter are as follows:

When students won’t stop talking 

 

Stand close by

The incessant chattering usually happens when the student thinks they are not being noticed. Standing close by lets the chatterer know you are aware of their disruptiveness.  This is the most passive way to address the chatterbox. 

You can also try standing between the chatterbox and their partner. This is another passive tactic which is a little more direct.

 

Shushing

This method is more direct and usually gets a response. Try not to be too aggressive with the shushes (“Shhhhhh”) but let them know that you are not pleased.

 

Eyes

Nowadays, with mask wearing, the eyes have become the main way to silently communicate. A few concerned glares at the chatterbox may quiet the culprit.

 

The silent pause

This method is effective and I find myself using it a lot. When used correctly and combined with the concerned eyes, it can be the chatterbox’s worst enemy. 

This method is great because it’s so simple. If you are in the middle of a vocab drill or explanation and the chattering won’t stop, just stop whatever it is you’re doing and stand silently.  Look directly at the chatterer or chatterers and wait.  Most of the time, the culprits won’t even notice you have stopped until the whole class is waiting on them.  You can point to your wrist gesturing wasted time for added drama.  When the chatterers finally notice that they are the source of the delay, you can add a “are you finished?”  to let them know that everyone has been waiting patiently for them to stop talking.

 

Divide and conquer

This is a last resort method which is not, as an ALT, in your control. If the chattering is so bad that nothing seems to work, bringing it up with your JTE or HRT is your best bet.  Suggesting a new seating arrangement for the chatterbox is the most direct way to stop the chatter. 

If the JTE or HRT is on board with a seating change, it can make a world of difference. 

 

4. 4. THE SPACE CADET

Space cadets often keep to themselves and they are usually not disruptive.  They can seem like bright students on the surface, but underneath they may be having a lot of trouble understanding the content of the lesson. 

The space cadet can also vary in skill level. Some space cadets may find the work boring or too easy and as a result, they disengage.  Whether they are the over-confident, too-cool-for-school space cadets or quiet, reserved, daydreaming space cadets, they both have to participate in class.

How to help students focus in class

The simplest way to approach the space cadet is with sympathy and encouragement.  First, you have to determine what type of cadet you are working with.  If they seem disengaged yet, their work is complete, you can encourage them to add, or embellish on their work. For example: add a new sentence, draw a new flower, use a different color. Sometimes, a student will simply stare off into space because they finished their task early.  That’s a good time to ‘level up’ and push them a little further.

If your cadet seems disengaged and clearly having trouble with the task, try sitting with them and directly engaging them.  For example: giving them concrete example sentences or vocabulary.  You can even start the task for them and give them a sort of boost.  But most importantly, you have to encourage them.  Making them realize that they can do it on their own is crucial.  Even if they can only complete a few words or a small part of a worksheet, let them know that they did a great job and the effort is what counts.

There are also space cadets that, unfortunately, get lost in space.  No matter how much you try to reel them back down to earth, they still float away.  Those cases usually require some special customization from the JTEs or HRTs. There will be times when your efforts as a supporting, encouraging ALT will fall on deaf-ears.  But just remember, it’s out of your control. 

When you do come across a cadet who is aimlessly drifting across the cosmos, it’s best to ask your JTE/HRT how you can help.  You will most likely find yourself taking the place of your cadet during pair or group work activities in order to keep the lesson moving. This ensures that the other students are still engaged.         

 

E . P – Musashino ALT

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