Oppositional and/or defiant students by

My biggest take away while learning about ODD is that even though the student may push ever button, I have, the student is not doing it with a clear mind with malicious intent. They are frustrated, angry, and dealing with those emotions constantly. That would be enough to make anyone act out, and it is our job to provide support and resources for the student to learn how to handle those emotions, while continuing to learn academically as well. As an educator I must keep a clear mind and calm emotions while dealing with situations that may arise from the student. I learned many strategies to use in a classroom when it comes to a student with ODD. Some of these techniques include:

- Give the student positive teacher recognition

- Monitor the classroom frequently and intervene proactively to redirect off task students before they escalate into more serious problems

- Avoid saying or doing things that are likely to anger or set off the student. Speak calmly and respectfully for example

- When you must intervene be clear that the behavior won’t be tolerated, but that you continue to validate and accept the student.

- Remember the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have negative effects.

- Develop a classroom crisis response plan to be implemented if one or more students display aggressive behaviors that threaten their own safety of the safety of others. The administrator needs to approve this classroom crisis plan and that everyone who has a part in the plan knows their role.

- Other ideas: Allow the student a “cool-down break”, ask open-ended questions, assign a reflective processing essay after misbehavior, Do not get entangled in arguments, emphasize the positive in teacher requests, expand the range of classroom behavior interventions, give praise that is specific and does not embarrass the student, give problem students frequent positive attention, increase reinforcement quality of the classroom, keep response calm, brief, and business like, listen actively, offer the student a face saving out, proactively interrupt the student’s anger early in the escalation cycle, project calmness when approaching an escalating student, relax before responding, reward alternative (positive) behavior, state teacher directives as two part choice statements, use a “buddy teacher” for a brief student break, Use non-verbal and para-verbal behaviors to defuse potential confrontations, use “soft” reprimands, and validate the student’s emotion by acknowledging it.

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