I'm so glad to be reading about this topic, because I believe this is my biggest obstacle. I have observed children this year who have no desire, will, or motivation to learn, and instead put their energy toward disrupting the class or attracting negative attention. I have watched students absently click their way through SOL tests just to finish it, with no regard for what their score is or even putting forth any effort. And it's not as easy as saying the teachers aren't trying- they are, it is obvious that they are. What is the magic combination of positive reinforcement and consequences that is going to get through to these students?
Children will react differently to discipline as well as praise- which is why getting to know them is so important. Knowing their background, family situation, and other factors will help. I love the section titled "Crisis as Opportunity". Taking a second to back off and just talking to the student will go far. Maybe the student knows he will not be given a chance and is responding as we all would- angry and frustrated. If we take the opportunity to be the person that will listen and give them a break, this will go a long way toward building trust.
The authors of the book discuss how important it is to make sure all students feel successful by reading material appropriate to their level, as well as giving them jobs in collaborative projects. I think this is so important, because students with low self esteem will never put themselves forward when the opportunity arises; they need to be given the chance.
My children attend the district's ESL elementary school, so I have been lucky enough to see the amazing programs in place to teach these children. The culture at the school is amazingly diverse, and it is supplemented with a great deal of support. The non verbal aspect of teaching is so important for ESL learners, paired with putting what they learned in context through communication with other students. It's true that classrooms are more diverse than ever in terms of ESL, socioeconomic, and special needs students. It was eye opening to me how prepared you have to be for any and all possibilities, but most of the strategies used in all chapters of the book apply. They just need to be used in different ways.
Robin, you are beginning to answer your own question when you write, "Maybe the student knows he will not be given a chance and is responding as we all would- angry and frustrated. If we take the opportunity to be the person that will listen and give them a break, this will go a long way toward building trust." Something is obviously happening that is not immediately recognizable. Communication with students, parents, and others can begin the search for answers. As you know, students' repeated disruptions could be an attempt to detract attention from the real problem. Your point is well taken: Nonverbal communication, including gesturing, can be a powerful strategy for conveying information, especially in math and science.
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