Chapter 6

Problems with Authority Figures

Teaching students who test the limits of what they are allowed to do in class is nothing new for you. However, Troy is one of the more challenging students you have taught. He repeatedly pushes the boundaries, and he rarely responds to your redirections in a way that shows respect for you as an adult. Moreover, when you reinforce class structure or remind him of the rules, Troy ignores you or replies with sarcastic comments. Sometimes, after you ask him to stop a disruptive behavior, he engages in the same behavior just a few minutes later. When you become visibly frustrated by his acting out, he does not seem to have any reaction. Sometimes it even feels like he is encouraged by your frustration. His peers laugh at some of his jokes and surprising behaviors, but many students seem hesitant to become friends with Troy. You have even noticed that when he thinks you are not looking, he sometimes encourages other students to misbehave. It feels like he is competing with you for control of the classroom. How exhausting and distracting! You have sent Troy to the principal’s office several times this year, for such things as speaking disrespectfully to you in front of the class, tipping over his desk when you asked him to clean it, and refusing to leave the room during a fire drill. Troy questions the rules, challenging that his desk is "clean enough," even though it is clearly a mess compared with those of other students. When he refused to leave during a fire drill, he complained that it was pointless to exit the room when there was not a real fire. You know that your rules and requests are reasonable. Nevertheless, Troy frequently questions your authority, as though applying basic structure in the classroom were arbitrary or oppressive.

On the surface, Troy does not appear to have clear reasons for his rule-breaking and authority-challenging behaviors. You have explained the reasons behind the rules, but he shows little interest in trying to see things from anyone else’s perspective. The possibility of consequences, such as going to the principal’s office, has little impact on him. You worry that his defiant attitudes will become worse as he gets older, making both academics and friendships more difficult for him.

What You Might See

• Frequently breaks rules or does not follow directions
• Tests limits by seeing what he can get away with before being redirected
• Displays limited regret for disruptive behaviors
• Appears indifferent to the distress adults may show when repeatedly trying to help him follow rules
• May try to get a rise out of adults by not cooperating with them
• Openly questions rules or directions
• Ignores, argues, or laughs when prompted or reprimanded
• Seeks attention from peers by making disruptive comments and jokes during class or by taking on a role as class clown
• May have difficulty establishing close friendships, or gravitates toward other students who act defiantly
• Grades suffer because of limited motivation to achieve good grades or difficulty adhering to assignments and classroom expectations

DESCRIPTION OF PROBLEMS

As with many childhood problems, difficulty respecting the authority of adults and showing disregard for rules and class norms may result from a combination of factors. Contributing factors may include difficulty trusting adults, limited opportunities to see or experience the benefits of following rules, a belief that negative attention is easier to acquire than positive attention, underdeveloped social skills related to making needs known and seeking out assistance in appropriate ways, exposure to inconsistent or overly punitive discipline styles, or feelings of anger and resentment toward people in positions of power.

Problems with authority figures can be particularly slow to change because other, more useful skills may not have been developed to fall back on. Problems with authority can be associated with aggressive behavior, emotional distress, poor academic and social adjustment, future problems with the legal system, and future employment difficulties.

Recommendations

Classroom Structure

Ask Yourself
Is it what the student is saying or how is saying it that challenges the rules and your role as teacher? What are three specific behaviors that the student would benefit from changing? What is this student doing well?

• Behaviors may get worse (before they get better): When a pattern of behavior is challenged by a change in the rewards and consequences that existed previously, a child or adolescent often tries harder to get the same results as before. For example, if the student feels as though he is receiving less attention for questioning class rules and is receiving more consistent consequences without debate, the student may initially increase his attempts to debate you.
• Experiment with seating: Although it is important to have a student sit in a place where his behaviors can be easily observed, some students who are placed in the front-center of the room use the opportunity to impress an audience of classmates by further challenging the teacher. Some defiant students will act out less frequently if they are placed a few rows back or to the side of the room, where they feel less stimulated.
• Watch for disruptive subgroups: A student may join in with the negative behaviors of peers or actively attempt to pull others into his or her negative behaviors. Be proactive if you think this is happening—as needed, help to buffer between students by asking them to sit apart from each other or keeping them occupied with productive activities. It may be helpful to explain that this is not a punishment but, instead, a way to help them each focus on class material.
• Do not give in: Do not give in to demands to give special privileges before the student meets your expectation. Have the student perform the expectation first. It may be frustrating to maintain consistency with a persistent student, but this way the student knows just what to expect from you and what you expect from him.
• Praise the small steps: When the student’s behavior is positive, provide plenty of praise. Positive changes may be small at first. However, noticing the small improvements and helping the student build on them is the best way to create more substantial and lasting change.
• Pay attention to the positive: When the student is exhibiting both positive and negative behaviors, do not focus exclusively on correcting mistakes. Make redirections as needed, but also let the student know that you noticed appropriate behaviors. For instance, a child who often speaks out of turn may raise his hand to ask a question about an assignment but then become argumentative when he learns the assignment will be more difficult than expected.
• Set the limit and move on: When addressing an individual, state your expectation for students’ behavior and the rationale behind this expectation clearly, then move on to your next task.
• Timing: If a student challenges you inappropriately (e.g., by raising his voice or speaking in a disrespectful tone), remind the student that you can only discuss his concerns when he is maintaining respectful behavior. Help the student use appropriate communication skills first, then address his or her concerns.
• Praise students who are not defiant: Praising cooperative students not only provides those children with helpful encouragement but also sets an example for students with greater tendencies toward challenging authority.

Keep in Mind

• Target a small number of specific behaviors when helping the student learn more effective classroom behavior.
• Providing redirection that isolates these specific behaviors is often more helpful than general comments.

Collaborating with Students

Ask Yourself
What choices or opportunities can I offer to this student that will engage him in a constructive way?

• Engage the student: Look for ways to enlist the student as a positive helper, or provide a role during activities that gives the student a sense of purpose in the classroom.
• Respect the need to save face: When a more intensive discussion about the student’s behavior is needed, try not to address him in front of other students. This will model respectful interactions and remove the influence of an audience.
• Provide opportunities for control: Allow the student to exercise control in age-appropriate and prosocial ways. For example, offer choices of activities that are all equally acceptable for class or choices for rewards when the student meets classroom expectations.
• Motivate the student: Find out what motivates the student, and present your requests in terms of reaching personal goals rather than simply doing an activity for you or because it is assigned.
• Use positive goals: Encourage the student to move toward something rewarding rather than away from something unpleasant.
• Stay flexible in your approach: Do not overuse a stern tone with the child. When the tense moments are over, return to a calm, relaxed tone.

Keep in Mind

• Model the communication styles you want the students to use.

Collaborating with the Family/Caregivers

Ask Yourself
How do the student’s authority-challenging statements and behaviors impede his or her learning in class? Have the parents received feedback from other educators, or will this be new information to them?

• Call when you feel calm: Parents may be most receptive to your concerns if they perceive that your approach is calm and thoughtful.
• Do not judge character: Keep your feedback focused on specific behaviors, and be cautious not to generalize about personality flaws.
• Remind them that it is not about you: Part of your role is to encourage effective academic and social behaviors.
• Share what works: Consider sharing with the parents the interventions that have worked or not worked in the classroom to help the student remain cooperative.
• Use written communication: Brief notes on calendars or behavior-tracking sheets help keep the parents involved and apprised of current issues in the classroom.
• Identify strengths: Remind the caregivers of the positive skills that the student also demonstrates.

Keep in Mind

• Parents sometimes benefit from encouragement, too.

REFERRAL TO AN ADMINISTRATOR, COUNSELOR, OR MENTAL HEALTH PROFESSIONAL

Ask Yourself
How long has the student displayed these behaviors? How effective have classroom interventions been? Consider such a step when:

• You are aware that the child’s defiant, disruptive behaviors are evident across multiple classes and settings.
• The student’s pattern of defiance is relatively new and arose suddenly, marking a noticeable change in his attitude and demeanor.
• The child is significantly disrupting the classroom learning environment for himself and for his peers.
• The student’s challenging behaviors are accompanied by mood swings, frequent crying, isolation, or aggression.
• You feel exhausted and unsure about what will work to help the student.

Keep in Mind

• There are often a number of reasons the student is demonstrating these behaviors in your classroom.

What to Expect

After taking some time to evaluate where to start with Troy, you prioritize the issues you would first like to address. At the top of your list are completing assignments and not disrupting the class through inappropriate behavior or statements. As you reflect on when he refuses assignments or disrupts the class, you notice that he is often successful in pulling you into discussions or debates about the importance of the assignment or the material being presented.

As a conscientious teacher, it is important to you to help students understand the relevance of the material you teach. In this case, however, Troy has discovered a way to use your good intentions to further avoid assignments and disrupt the class.

Rather than trying to address everything at once, you decide to work on a small number of targeted changes. Being aware that Troy is likely to question assignments or material allows you to prepare brief responses to use when this occurs.

You also decide to look for small changes and to provide immediate verbal praise—for example, praising his decision to start an assignment, even if he makes a negative comment about it or rolls his eyes. When he does complete an assignment, you are prepared to offer him a special role in helping you hang up holiday decorations in the hallway that day.

Finally, you will make a simple weekly calendar to track his ability to complete assignments. You let Troy know that when he completes all the assignments for 1 week, you will send this calendar home with a note about his improvement.

In preparation for this new approach, you remind yourself that Troy will likely become more disruptive in the short term as he tries to get reactions or avoid assignments. You know that you will have to provide extra encouragement and praise to the other students to get through this difficult period.

Discussion Questions

1. What are some of the potential causes of disruptive behavior that may not be obvious at first?
2. Think of some of your more challenging students. Did you observe anything that may have kept the negative behavior going?
3. Have you ever seen a problem worsen when you started to intervene? Were you able to sustain your efforts long enough to see improvement?