Você é um professor e seu aluno está atuando. Qual é a melhor maneira de lidar com a situação?

First and last, it's all about calming arousal levels as the neo-cortex is excluded along with it's functions, such as language. Focus on body language, connects & relationships. It's about their sense of safety & that comes from relationships, connections, and belonging in the class & to the school. This is how we feel safe. Of course, you've built up trust in lots of little ways, so they know you're going to keep them safe, first and foremost. You give them eye contact. You find a way of quietly communicating that you "see" them and are concerned for them. Words are not the means of communication at times like these. But tone of voice and body language is what speaks. You remain significantly calmer than them but still highly alert.

'Acting out' is not misbehaviour, so the question seems to be founded on something of a misunderstanding. 'Acting out' is a concept borrowed from psychotherapy and describes when a person's current behaviour consists of 'Acting Out' the dynamics and dramas of other relationships. Sometimes these are conflicted, historical relationships etc, sometimes not. So, acting out could be excessively compliant, passive behaviour as much as oppositional or hostile behaviour.

I'd guide teachers to know their students before they cross the threshold - use data and guidance from the SENCo, Pupil Premium co-ordinator, Designated Teacher for Care Experienced Students and your inclusion/behaviour/safeguarding team. Know your students whose reading ages are significantly lower than chronological age etc. Observe who struggles/thrives within your learning space, and adapt accordingly. Put simply, set up your relationship at the outset to ensure you can tell the difference between 'acting out' and not having needs met. Ask for support along the way from your support teams.

The first step is to ask a simple question, "What's going on?" This should happen in a one-on-one setting. As Ted Lasso quoted Walt Whitman, "Be curious, not judgemental".

I give them a chance to speak first, then I ask if I can help out in any way (I may make a suggestion or 2). I ask them what they need to feel safe, and when they think they will be ready to join in again. Then set a timer and leave them alone. During that time they can lay their head down, go next door to another room to get out of the situation, color (even high schoolers choose this), read, or just sit and breathe. It works wonders.

Addressing disruptive behavior in the classroom is a nuanced and dynamic process that necessitates a thoughtful and proactive approach. A teacher's response to a student acting out should prioritize both the individual student's well-being and the overall classroom learning environment. In this comprehensive guide, we explore various strategies to handle a situation where a student exhibits disruptive behavior, spanning immediate responses, understanding the root causes, building connections, collaborative problem-solving, involving support systems, consistent classroom management, continuous monitoring, reflection, and long-term support.

It’s important for the student to know they can trust you and that you understand them. Never forget that you were that age once. Relate to what’s happening, maintain their confidence, respect them and then talk about why this behaviour is disrupting others in the class. And that’s not a good thing. Offer to help if they need it. Give it time. Give them the structure they need to feel safe.

This is not the second step. Maybe ask, or do, what might be deemed helpful. If 'acting out' is throwing tables, then remove other students from the room. If 'acting out' is a sensory overload, then maybe the same tactic as above it useful. What would you say to a friend? Are you okay, what do you need right now, would a walk be helpful, do you need me to call someone? Reinforcing expectations around social behaviour can happen later.

Is this an AI list? So far none of us agree with the answers...In my opinion our 1st response is to calm the situation down and not to escalate. Rather reassure the student that you will be able to make time after class to discuss and try to find a resolution as to what and why it happened. By not making too much of their outburst while in class you are making way for the lesson to continue in a way that is inclusive. I have found that by giving the student a role of responsibility, once they have calmed down, such as helping others (In a Drama Class this is possibly easier) boosts their morale and gives them a sense of pride and being heard.

Immediate Response: In the face of disruptive behavior, maintaining a composed demeanor is paramount. A calm response not only prevents the situation from escalating but also sets the tone for effective resolution. Prioritizing safety is crucial; if the behavior poses an immediate threat, address it promptly while ensuring the well-being of everyone involved. Whenever possible, initiate a private conversation with the student to address the issue discreetly, minimizing embarrassment and defensiveness.

Positive reinforcement has to be frequent, specific, and intentional. Research shows that children benefit most from a minimum 3:1 ratio of positive reinforcement to corrective criticism. For children with trauma, this may be as high as 17:1. You also need to be very specific in what I are praising: “I love the way you….” Don’t be vague or general. This also applies to tangibles. Finally, be intentional. Understand the function of the behavior you want to change so you can pair an effective intervention. Remember that it won’t look the same for all children, or even for different behaviors with the same child. You also will most likely need to pick one behavior at a time, even if there are several exhibited. Which is most impactful?

In my experience, being calm, understanding the situation is most important. Positive reinforcement helps a lot. Setting clear expectations and communicating does work well.

Be specific in your praise. Tell them what you noticed and explain why it was awesome! Do this on a regular basis, and it will help you build positive relationships.

Responding calmly and respectfully should be the FIRST step. Students who misbehave should be viewed as dysregulated and trying to get a need met rather than being defiant or oppositional. Behavior is communication. It's the adult's job to help regulate the student by first regulating themselves - kids will either catch your calm or your distress. Then validate their emotions, trying to understand the situation from their perspective so you can support the student thereby addressing the problem more effectively. Students often need time and space to calm before being able to engage in making choices or problem-solving.

Limited choice is very effective at all ages. We like choice. We like organization and limited options. Limited choice is brain friendly and an easy skill to learn. Try it. It works.

Having trained Bobby, our AI for student support, I decided to give it the question. Here is Bobby's is just a small section of the answer: Hello! When a student is acting out, it's important to approach the situation calmly and with empathy. Here are some steps you can take to address the behavior: Remain calm and avoid escalating the situation further. Ensure the safety of the student and others around them. Use nonverbal cues such as maintaining eye contact and an open body posture to show that you are actively listening. Acknowledge the student's feelings and perspective without necessarily agreeing with their behavior. Set clear and firm limits on behavior, outlining what is acceptable and what is not.

Any response should be calm, respectful and show understanding. It cannot be admonishing or pulling them up. More often than not, the student is seeking attention. Give it to them by acknowledging what happened and bring their focus back to the class.

This is step two. Students need to know they are safe. You can do this by showing you are in control and that you, and they, have options and choices moving forward.

I disagree with this completely. Where is the academic evidence that this "help them develop self-control and problem-solving skills". It dysregulates them, and often results in feelings of shame and anxiety. These difficult emotions and dysregulation cause the child to react in distress, either physically (more "misbehaving") or mentally (developing negative self talk and maladaptive coping like self harm, or people pleasing)

I disagree with this statement and find it misleading and concerning. This underpins a great deal of non inclusive practice within schools and does not take into account what may be the unmet need. Sorry but consequences applied by another in this way are punitive and damaging. Professional curiosity, emotional intelligence and empathy are approaches needed to enable learning and intrinsic motivation for behavioural change.

I would suggest to talk to him or her, find out the root cause. Is there some background information, has something happened at home? Also, talk to colleagues, is the student acting out in your class only? Refer the case to the counsellor so you can get to the base of the problem rather than any negative reinforcement

I would complete a sensory screening and identify sensory stressors which might cause dysregulation. There is always a trigger which activates behaviour. We know that behaviour is a form of communication.

As a teacher, if a student is acting out, I would first try to address the behavior calmly and privately, seeking to understand the underlying cause. Then, I would implement appropriate disciplinary measures, such as a warning or temporary removal from the classroom if necessary. Additionally, I would communicate with the student's parents or guardians to discuss the behavior and work together on a solution to prevent it from happening again.

Beginning with a trauma-informed perspective is crucial. "Acting out" encompasses a wide range of behaviors, which could stem from either hyperactivity or hypervigilance. It's essential to establish a connection with the student and their counselor to gain a comprehensive understanding. Balancing boundaries and expectations with warmth and empathy is key. Collaborating effectively to address the student's needs while maintaining high standards is vital. Many behaviors may arise from unmet needs, and resolving these needs often leads to behavioral improvements. It's important to assess whether the child possesses the necessary skills to meet expectations or requires additional support to do so.

Act with companion and a strong understanding of child development. Is the child developmentally able to react differently in this situation. What has happened for them before this event? Is your response fueling or calming the situation? Sit alongside the child, be there for them. Bring the situation down, then with calmness get to the root of the problem and then deal with that rather than their reaction.

We might consider that a response to expressive behavior in the classroom is not so linear and may not involve corrective actions. Step 1 suggests learning more about external causes. Learning more is a great first step. I wonder if it’s more of a flow chart to support an appropriate response. There may be an opportunity to know more about a student’s learning needs that inform instructional approaches. We often hear ‘behavior is communication.’ I have been reflecting recently that this statement isn’t explicit enough to support reflective practice. Perhaps the statement could be ‘behavior is communication and/or feedback.’ This is especially true in seeking positive supports for culturally, linguistically, and/or neurodiverse learners.