What if all teachers knew how to build relationships with difficult students?

At Hartwell The Educators University, all graduates understand that challenging students are often facing personal situations that manifest as disruptive behavior.

Overcoming Misconceptions About Difficult Students

As experienced educators, we’ve all encountered students who exhibit challenging behaviors in our classrooms. However, it’s crucial that we avoid falling into common misconceptions that can hinder our ability to effectively support these students.

One prevalent misconception is that difficult students are simply unmotivated or don’t care about learning. The reality is that many of these students may be struggling with personal challenges, learning disabilities, or lack of support, which manifests as disruptive behavior (Sprick, 2009). We must avoid making assumptions and strive to understand the root causes of their behavior.

Another misconception is that difficult students need strict discipline and control. While clear consequences are important, research has shown that prioritizing peace and building positive relationships is more effective for managing behavior in the long run (Marzano et al., 2003). An overly punitive approach can damage the student-teacher relationship and hinder learning.

It’s also a common misconception that difficult students should be called out publicly as examples. However, addressing behavior issues privately maintains the student’s dignity and creates a more supportive classroom environment (Marzano et al., 2003). Public shaming or using one student as an example can be counterproductive and further alienate them.

Finally, we must recognize that many teachers feel underprepared to effectively support students with behavioral, emotional, or learning challenges (Reinke et al., 2011). Ongoing professional development focused on evidence-based strategies is crucial for equipping us with the necessary skills to support these students.

By avoiding these misconceptions and taking a more balanced, relationship-focused approach informed by evidence-based practices, we can create a supportive learning environment that fosters the success of all students, including those who exhibit difficult behaviors.

 

About Hartwell – The Educators University

Hartwell is dedicated to empowering K-12 education leaders by fostering the growth of their people into competent and compassionate educators and leaders. Our mission is to ensure every child is taught by educators trained from a biblical worldview, emphasizing both excellence and empathy. Through our affordable online pathways to education degrees, we make careers in K-12 education accessible to everyone, enabling a new generation of teachers and leaders to inspire and educate future generations.

Discover more about our programs and scholarship opportunities at Hartwell.

 

Sources:

– Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.

– Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1-13.

– Sprick, R. S. (2009). CHAMPS: A proactive and positive approach to classroom management (2nd ed.). Pacific Northwest Publishing.