There are many ways to handle the challenging students that are in our midst. What are some of the Whole Brain teaching strategies that are working best for you? If you are just starting, ask your questions here.

So, it seems simple, but if there's anything that I'm learning (and didn't learn until I started using WBT) it's that building relationships through humor has been my most successful tool.

I teach middle school, and I have the MOST challenging ones of the whole grade, because I have all the intervention kids. I was beating my brains out in the beginning, and wondering why they were so sarcastic, such back-talkers, so negative, etc...

I finally figured out that most (not all...but most) are actually not trying to be disrespectful at all, but have an odd middle-school sense of humor, and REALLY appreciate it when I find them quirky or funny. Now, I'm NOT suggesting letting them get away with ACTUAL back-talk or guff...but appreciating them for some of their weird little things.

I have a kid who ALWAYS uses a neon pink pen. It looks AWFUL on writing assignments. I HATED it. I kept telling him not to use it. He kept using it. Eventually, I just began to tease him about it, and I 'got off his back' and only asked him to use something else when it really mattered... I make a big joke about how closely I have to look at his paper to see the dang pink pen...and he loves it. And he willingly complies on the few times that I do ask him to use a normal writing utensil.

This might help me. The biggest siongle issue I'm having to deal with is the outright refusal.

"NAH!" or some variation. Just plain simple refusal to do *anything* I have to offer. Even if they end up enjoying the activity later, the time wasted is enormous!

Help?

Oskar wrote:


This is the very thing I am concerned about and, I've got to be honest, it's a little disheartening that no one has any suggestions for this topic.

I teach third grade and have just started implementing WBT ideas this week. So far, for the most part, I love it!

Here's my dilemma ... I have a student that has Oppositional Defiance Disorder. He's been gone this week so he hasn't experienced any of the WBT things we've done. When he returns next week, I am anxious to see how he'll respond. And, unfortunately, he is a negative leader... the other kids, who are typically well-behaved, tend to follow him. He just brings a totally different dynamic to the room. The rest of the class has really latched unto WBT and have responded wonderfully. My hope and prayer is that that momentum will be strong enough to be maintained even with the ODD kid back in the room.

Thanks for reading,
Chad

Chad...don't be disheartened, we've got the answers for you, so hang on;) One explanation is that on the forum where this was posted it doesn't have the high visibility that the other areas do, sorry about that, but I'm glad that you asked the question.

I too have an ODD student in my class, so here are some thoughts...

Our theory of WBT is that you need to first get the strong 80% of your kids on your side. You do this by using the scoreboard and the teach/okay and so on...the things in the "1st Steps" menu up on top of this page. These are things that you have probably already started so keep those thing up.

Now, what to do with your ODD student? I was new to the whole ODD aspect this year also so I had to do some research to see how this would work with WBT and what did the whole ODD diagnosis mean. When I talked with my school psychologist she told me that WBT is good for him, but you will need to be patient. You see, when he starts to shut down, nothing will break through this persona. I at first thought it was just a bad attitude and "he wasn't going to do this to me!" Well I learned that I need to be more patient with him. You are going to have to have a sit down meeting with your class and tell them that Johnnie is acting different because that is just the way he was made. He needs our help, patience, and understanding. The thing that I told them was that we will treat him normal, but don't you dare think that you can try this stuff! This really helped.

Now, fast forward to today, 7 months later...He participates when he wants to and he does a good job when he does participate. I have found a partner that he can work with well, but it is almost a reward, because if they start goofing off then they need to do it with another partner. Is it a perfect system? No, but I am getting more from him than he gave me in the beginning.

He is a candidate for the practice card system as long as you explain it to him well first and he understands that it is a practice time, not a punishment. You see, kids are coming to your class familiar with the system of school and that you are going to punish them if they mess up. In our system, they are not punished, they just get some extra practice...one minute by the way. So as long as they know that it's not punishment, it can be swallowed a little easier. Of course you tell them all of this with a smile.

I hope this will help as you start next week. Go for it with all that you have. He may surprise you and see everyone and jump right in. I have found many times, it's all how I "pitch" it to him and the class. Since everyone will be totally into it already, he may not have any support from the other kids if he gets negative. Keep us posted...

Power to the Teacher!
Chris Rekstad

Chris-

Thank you!! This was exactly what I was needing to hear. I agree so much about the importance of patience. Some days I'm better at that than others.

I'd say I easily have 80%+ of the students on board. They love the "fun" of WBT and I really enjoy it and see its potential, too. As you suggested, I talked with the class today about the ODD student. It went really well and they totally understood and were on board with helping him.

I'm feeling much more optimistic about next week now. Thank you so much!!

Chad