How These Teachers Are Solving Their Biggest Challenges

‘Disruptive Behaviors’

In my opinion, the most common challenges teachers experience in the classroom are student disengagement and the behaviors that can go along with this. Kindergarten teachers all the way up to high school teachers have experienced these difficulties during the last few years, caused by a combination of influences from the prevalence of social media, technology and the internet to the COVID pandemic. Some students struggle to maintain attention in busy school environments. Others are unable to share adult attention with other students. Some students lack the necessary skills to deal with peers in an ever-changing social landscape or  an understanding of common routines within a school environment. Struggles with attainment of academic skills due to interruptions in their education during the COVID pandemic lead some students to make use of avoidant and disruptive behaviors to escape challenging assignments.  Others lack the ability to tolerate boredom and downtime without being entertained or distracted.

An important antidote to these challenges can be the support and leadership of administrators. However, this creates an added challenge for some teachers when administration lacks the resources, skills and/or commitment to provide the factors needed to support teachers. This leads to low teacher morale and burn out which leads some teachers to leave the field and a lack of new teachers entering the field. The situation snowballs as schools lack adequate staff and the remaining teachers need to provide coverage which leads to more teachers being overworked and in jeopardy of becoming burned out themselves.  

Upon my own reflection on this topic and my attempts to address these issues in my classes, I have a few suggestions to offer teachers hope   as they attempt to address these challenges.

First, after reading journal articles, attending professional development sessions and collaborating with colleagues, I have shifted my understanding of student behavior and now see it as a lack of a skill they need, not as a personal failing on their part. Behavior is one of the most powerful ways students communicate with us the skills they are lacking. The American child psychologist Ross W. Greene says:

“The essential function of challenging behavior is to communicate to adults that a kid doesn’t possess the skills to handle certain demands in certain situations.”

Therefore, I see one of my roles as their teacher as helping them learn these missing skills. The skills I teach are not limited to my academic content area but are broader, focusing on the college and career readiness skills my high school students will need in the future to function in the world of work and in their community.

Second, I make use of research studies, articles and social media to stay up-to-date on current issues and developments in education that offer new strategies and approaches to teaching. I read the thoughts and experiences of other teachers to take solace in not being alone and to learn new ways to teach. I then try them out, reflect and repeat if they seem to be working or tweak them in a way to be more effective for my unique situation. It is not scientific but involves a commitment and belief that there are ways to be more successful and address student challenges that are respectful of my students and help me feel more in control and competent. Often, I find I need to change things, get out of my own personal rut of how I have always taught and mix it up. It is not easy but it does make me feel worthwhile when I can see and observe slight shifts in growth and improvements in my classroom environment. 

One area of research that has been successful for me in addressing these teaching challenges is trauma-informed instruction. Another area is    incorporating hands-on and real-world activities to engage students. I provide choice and build rapport. I listen to what my students communicate to me - whether directly or indirectly, verbally or nonverbally - and respond appropriately. 

Finally, I lean on my colleagues. I take comfort in realizing I am not alone but part of a larger community of dedicated professionals who are attempting like me to make a difference.