We’ve all been there—you're using your go-to behavior strategy... maybe proximity, a private redirection, or a behavior chart—and the student either ignores it, rolls their eyes, or doubles down.
It’s frustrating for sure. And it’s happening more often. Traditional classroom management tools are no longer effective with some middle school students.
So what do you do when the old systems don’t cut it?
Topics Discussed
Why Traditional Behavior Strategies Might Not Work Anymore
What To Try When Traditional Strategies Aren’t Working
Preventative Moves That Shift the Culture Long Term
Episode 57: Stress Management Techniques (for students and teachers)
Episode 1: Establishing a Positive Classroom Culture in Your Classroom.
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If you’ve hit a hiccup this Back to School, I have the resources to get you back on track. From labels for all your teacher drawers, to relationship building cards, to a review of rules and the why behind them, or maybe just a pair and share tool to get you going faster each day. Check out my Back to School category on The Colorado Classroom at TPT to help you get on your way.
https://www.teacherspayteachers.com/store/the-colorado-classroom/category-back-to-school-1441616
Transcripts
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[00:00:20] Ellie: I think we've all been there. You're using your go-to behavior strategy, maybe proximity, a private redirection or maybe a behavior chart, and the student either ignores it, rolls their eyes, or doubles down.
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[00:00:47] Ellie: So what do you do when the old systems don't cut it? Welcome to the Teaching Toolbox Podcast. I'm Ellie, and I'm here with my co-host buddy Brittany,
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[00:00:58] Ellie: and today we're talking about why your tried and true behavior strategies might be falling flat and what you can do instead. We'll cover shifts in student needs and we'll share some practical, compassionate strategies to reset the tone in your classroom.
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[00:01:24] Things drastically changed after COVID and middle schoolers today are facing a different set of challenges and those change how they respond to behavior systems. So let's take a second and think about what all has changed. There are post pandemic effects. Many students missed out on critical social emotional learning and structure during their formative years. And now they're in middle school, but they may still have the regulatory skills of younger children. There may be some increased trauma and anxiety. Students may be carrying more emotional weight with family instability, mental health concerns, and community stressors, which often show up as defiance, avoidance, or shutdown.
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[00:02:32] Some students are used to being in trouble, so some consequences no longer motivate change. Then there's a mistrust of authority. Students might not comply simply because you asked them to. They're more likely to respond to adults they trust, not ones who demand obedience. So some of the tried and true strategies like clip charts, phone calls home, or lunch detention, might feel performative or punitive, primarily if they don't address why the behavior is happening.
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[00:03:34] Is there something getting in the way for you?
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[00:03:48] how was the football game the other night? Did you enjoy it?
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[00:03:54] Brittany: Yeah, I love your t-shirt. Did you check out the music awards last night?
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[00:03:59] Once the connection is built, redirections feel less like power struggles and more like support.
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[00:04:31] so it's not so obvious and it doesn't give them the opportunity to publicly react to that. You can create restorative tasks like apology letters, reflection forms, or helping repair a disrupted classroom environment. If a student disrespects materials, assign a role involving caring for classroom tools, if they're disruptive, let them lead a small part of class with support.
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[00:05:00] Brittany: You can use co-regulation strategies. Model some calm body language and tone. Even when you don't feel calm, your nervous system impacts theirs. Give students space to regulate. Offer a cool down spot or let them take a short walk before rejoining class. You know, I would give students like a little note to take to a fifth grade teacher.
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[00:05:38] Ellie: Mm-hmm. Make sure you staple the note or tape it
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[00:05:52] Ellie: Mm-hmm. Mm-hmm.
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[00:05:58] Let's all take a breath. Wanna try a reset before we continue? And if you address it to the whole class, it's not as obvious that someone in particular needs some work.
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[00:06:14] Brittany: And this type of breath work or calming is beneficial as a habit for the entire class. We talked about stress management in episode 57 for both teachers and students, and sometimes the best strategy is just stepping away from the moment entirely.
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[00:06:41] Ellie: And again, when you step away, especially if it's something in front of the whole class, then the class sees that you're not escalating. The class sees that you're stepping away and taking a moment to think rather than the opposite. So you're modeling that and they see that that's something that they can do.
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[00:06:59] Ellie: So let's move on to preventative moves that can shift the classroom culture long term. And this isn't just about managing behavior, it's about building a classroom culture where students want to be engaged and respectful. Prevention isn't perfect, but it can reduce the moments where nothing seems to work.
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[00:07:38] It's a skill. It's not a rule, but it's just the way we do things. You can use role play, anchor charts, and even humor to teach the behaviors just like you would with any academic skill. And then revisit and reteach those things, especially after breaks or when the class vibe starts to slip.
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[00:08:20] I have some activities to help with these tasks and we'll link them in the show notes.
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[00:08:45] You used a strategy instead of blowing up. That's self-control in action. Great job.
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[00:08:57] So if we want less defiance, we need to build more community. If you want more about classroom culture. Check out our very first episode establishing a positive classroom culture in your classroom.
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[00:09:24] Brittany: The goal isn't control. It's connection, consistency, and growth. When we stop trying to fix students and start supporting them differently, everything shifts. We hope you've heard some new tools to add to your teaching toolbox. We'd love to hear about you and your students and what you have found that helps even in a small way.
