I have absolutely been there, and I think a lot of teachers have. One of the most important things, I think, is to pull aside individual students, usually a few minutes after the behavior, and talk to them individually. Show concern and worry when you can, and explain that you need their help. Ask them what you can do differently to motivate them, or why they are behaving the way they are ("Is there something changing at home?"). Sometimes this doesn’t help, but sometimes you’d be amazed what they’re dealing with.

Make sure that you are giving them motivating tasks to do. I know it’s hard to give them something active or hands-on when you’re afraid they’re going to destroy everything, but worksheets are not going to make these kids want to work. Math manipulatives were great for me, as they usually promote learning but the kids consider them a privilege (and don’t like when they’re taken away). They also make a great incentive for better behavior earlier, especially if you put something interesting in plain view. "We’ll get to do that later, if we can finish this activity!" Choices (even between two seemingly boring activities) can also make some students happier and more compliant.

If there are individual students giving you a lot of trouble, try to find previous teachers who have worked with them. Ask them what they found that worked, and don’t stop trying new things until something works. I had three students who needed individual behavior plans on their desk. For two of them, keeping track of the day in smiley faces and frowny faces helped them to succeed. They learned to monitor how they were doing much better. The third student, though, was only great until he got a frowny face, and then the world came to an end. We had to change his system. I also have one student now who does not change misbehavior for any reason- until you threaten to call her mom. And until I did it, she didn’t believe me. Now, I give her a quick countdown- 3, 2, 1, and if she hasn’t made a better choice, I call her mom. Usually as I start to walk towards the phone, she instantly stops.

I think what has KEPT her behaving well is that I’ve sent home two positive notes (in less than two weeks). She told me her mom keeps every one. Positive notes or calls really help to reinforce good behavior. If you need to, call and focus on one behavior or area of strength.

I think you just have to find what works with the worst offenders, and make sure that you follow through on consequences. Once you have followed through in front of the other students a few times, they’ll start to think twice before misbehaving.

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1. Focus on surviving the last few days or weeks.
2. Focus on having a good break, a restorative break.
3. Look through the excellent ideas that have been shared here. Think of which ones (or perhaps something else) you’d like to adopt for the new school year, when we all start fresh, and think of what you would need to do to make it work for you.

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When do you find that you start losing control? What sort of procedures and structure do you have set up in your class? If you don’t mind sharing, what type of Special Ed. class do you teach? There’s a big difference between the management of ED and LD.

If you can provide us some more information, we can provide more specialized suggestions. It sounds like generalities probably won’t work, though “the first year is always the hardest” does seem appropriate to insert here :)

JL

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