There are no "troublemakers." Children or adolescents who behave in a "disturbing" way, have a reason. A real educator tries to understand and listen to the child. He may have a learning disability, ADHD, a temporary crisis situation because of a problem with his parents, illness, death, lehavdil birth of a sibling, an underlying emotional problem, a lack of self-esteem, so that he feels a need to get attention by behaving in a disturbing way.

Of course, the troublesome behavior should not be justified, but the main issue is not how to behave when it happens, but to understand and deal with the roots of the problem.

Response

After 30 years of teaching, I totally agree. This may mean getting to know the student and establishing a connection, rather than punishing. No one said teaching was easy. If all kids acted as perfect angels, we would be teaching robots. As much as we don't want to admit it, sometimes a teacher has to consider the possibility that his/her style is at least part of the problem.

Response

I also feel that there is no such thing as a troublemaker, just as there is no real label for any child, other than the name(s) his/her parents have given him/her. Each child need to be educated and disciplined (by us as mechanchim) according to his/her needs. Some children need quiet eye-to-eye contact; others need calm words, and others need stern words. Some need to be separated from the group for "recovery time" - a good time to send a child on a chore to help you, or to get a drink. Most of the time, if students are busy and challenged appropriately and at their level, then fewer disruptions seem to occur. Structured time and the establishment of routines early in the school year are of paramount importance.

Response

The teacher's continued soft-heartedness is not always in the best interest of the child or of the class. In many cases, it is best to take out one child who is causing a disturbance, and later we can call the parents, or assess and diagnose the learning issue. Teacher -student chemistry needs to be addressed as well, and teachers must accept the fact that we are not the panacea for all students.

Calling parents is very difficult. My supplementary school in a congregation of a very affluent area has parents who tell me that "my child has no problems in regular school, only in your class."

My challenge as a teacher is to change my teaching style frequently, rather than to expect the children to change their learning style to suit my teaching style. In the long run, I find it more challenging and fun for me. The teaching material is always the same, since I teach the same grade. When I change my style I see which child reacts to what issues, and I have an opportunity to gear myself to other learning styles.

It does solve some of the behavior problems. It does not fix the major problem: the parents.