Middle School Grade 6-8: Disrespectful Student-talking back to teacher and confrontational.

Case Study: You are teaching a fairly simple concept and an 8th grade student yells out, “I don’t get this! You are a bad teacher!”

Tier 1

Tier 2

Tier 3

Tier 1 Interventions

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Speak in calm and neutral tone
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Take away unstructured or free time
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Talk to Parent
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Teach Conflict Resolution
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Daily Behavioral Form
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Mentoring
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Behavior meetings
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Counselor Referral
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Behavioral Intervention Plans
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Works Cited: 1. https://www.pbisworld.com Retrieved on December 1, 2019 2. How to Deal with Disrespectful Students/Classroom Management. Retrieved December 1, 2019 youtube.com/watch?v=OCHQvbBLLeI

Why-A student will take your lead in the way you speak and behave. Reduces aggressive behavior and lashing out.

When-When a student is escalating. A student becomes aggressive or threatening

How-This technique takes a lot of patience, support, self-control and self-talk.
Be aware of your own physiological cues to getting angry, annoyed, offended, disrespected and frustrated

Why-Children can respond well to losing unstructured or free time. Can help motivate children to follow expectations

When-When students bully or pick on others. When students talk back or are disrespectful. When a student cheats or lies

How-Clearly state the unstructured or free time period to be taken away, when it will occur, and for what duration. Discuss briefly with the student what they will need to do differently next time to keep their unstructured or free time

Why-stablishes and builds trust and rapport with parents and home. Increases parent and home cooperation
Provides increased support for students at home.

When-When students are struggling with behavior or academics. When you hold behavior meetings
When students say they are doing something but clearly are not

How-Teachers and staff should talk to parents for both negative and positive reasons, like a student exhibiting good behavior or a student being sent to the office for poor behavior. When speaking to parents in person or over the phone, use a calm, neutral, and non-threatening tone.

Why-Many students lack basic skills necessary for solving and resolving daily conflicts with other students, adults, authority figures, etc

When-When students bicker, argue, and fight a lot. When you lose time due to student conflicts and disagreements.

How-Conflict resolution skills should be taught and revisited on a regular basis and should include role playing to practice the skills

Why-Provides students with more one on one help, support, and intervention. Holds students accountable on a daily basis

When-When students exhibit persistent behavior problems. When students are very unorganized.

How-Utilize a daily behavior form, chart, or report card. Decide on the main problem behaviors and put these on the chart.

Why-Improves student motivation. Source of accountability, encouragement, support, and advocacy.

When-When other intervention seem to fail. When a student is having significant issues getting along with others

How-Mentors should listen, listen, listen! Use active listening with students. Mentors should help students to set goals, plans, and solutions. Mentors only need meet with a student once a week for 15 or so minutes

Tracking Tools: Behavioral Form//Chart

Why-Provides constant, updated, and relevant information for managing behaviors in school and at home

When-When a student is at Tier III, regular and consistent behavior meetings are absolutely essential and necessary

How-Develop a formal or informal agenda for the meeting. Politely state the expectations for conduct during the meeting, like no swearing at one another, yelling, rudeness, etc, and explain that if someone becomes too disruptive, they may step out for a moment to gather themselves, but if the issue continues, the meeting will be adjourned and rescheduled.

You MUST get written consent & permission from the student’s legal guardian before proceeding with school counseling services. Provides students with more one on one help, support, and intervention

When-When students are over emotional and cannot calm down in an appropriate and brief amount of time
When a student’s needs are greater than those the teacher can provide in the classroom setting

How-School Counseling Referral Form.doc
Counseling Referral Form.doc

When-When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in the class.

How-Use one or more of the “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree, time, patterns, antecedents and consequence, etc.

Why-Provides more intensive intervention and monitoring. Increases support around student

Tracking Tools: How-School Counseling Referral Form.doc
Counseling Referral Form.doc