The Importance of Welcoming a Student Back

The teacher has a duty to welcome a student back into the classroom and help them to feel that they belong there. If a teacher treats the student differently than the other students, chances are that the student feels alienated and this feeling could cause further behavior issues. The teacher should be warm and friendly to the student and strive to non-verbally assure the student that the issue is behind them and we are ready to move forward. The teacher should also monitor the other students and be prepared to quickly quench any discussion or teasing about the former discipline issue.

Appropriately welcoming a student back into the classroom not only shows the student that they are accepted, it also shows the other students that making a mistake does not have to cause permanent ramifications. The teacher can use the return of a student from a discipline issue to teach that student and the entire class that people make mistakes, but we must forgive and move forward together. The teacher can gain a lot of valuable respect from the offending student as well as the entire class.

How to Welcome a Student Back

A teacher can go a long way toward assuring the student is welcome back to class by simply being warm and positive. Further, a genuine smile from the teacher can assure the student that they are still an important member of the class. The teacher can and should also strive to help the student get caught up on what they have missed. If this is possible during class without holding others back or calling undue attention to the student, then the teacher should do this. For example, the teacher could give the student a few pointers during seat work time to help them get up to speed.

If a major amount of time has been missed, the teacher might want to hold the student a few minutes after class to help them get their bearings. This few minutes after class can also solidify the student-teacher relationship and go a long way to helping them feel like everything is going to be alright. The teacher should also help to measure the amount of make-up work given so as to not overwhelm and ultimately frustrate the student. Going too far too fast could result in another behaviorial situation.

Promote Positivity

By positively welcoming a student back into the classroom after a discipline issue, the teacher sets the tone for the student to try to do better. By encouraging the student and allowing them to know they are ok in your room, you can guide the student to practice self-control. This is especially true if the student seems to be heading toward another episode of inappropriate behavior. By carefully monitoring the student and the classroom, the teacher can hopefully curb any recurrence of bad behavior before it starts with positive reinforcement.

Again, the teacher must also monitor other students in the classroom to make sure they do not promote bad behavior by the student that has just returned. This is also an excellent time for a teacher to promote good behavior. The teacher can choose to do this in the entire classroom setting, or individually at the end of class. By taking the time to reward good behavior, the teacher hopefully encourages the continuation of good behavior.

As I stated at the beginning, discipline issues have always been part of the classroom setting, and they will always continue to occur. As the teacher, it is imperative that you properly manage your classroom and make sure students know your expectations. However, just because they know, invariably some students are going to sometimes act out and have to be removed from the classroom. We as educators are vigilant to teach the core principles of our subject area. We do not expect the students to come in, know all the material, and master it immediately. The same goes with discipline in the classroom. We must teach appropriate behavior and not simply expect all students to come to our classroom already knowing how to act.

The student was your student in your classroom before the discipline issue occurred. This same student is still your student when they come back. It is your responsibility to use the issue as a teachable moment in their life. Make sure that your student knows that you still consider them your student. Make sure they know that you still want the very best for them. By promoting this positive relationship there is a good chance for a positive outcome not only with this individual student but in your entire classroom. All of your students are watching your reaction. Rest assured the student returning is watching to see what your reaction to their return is as well. Make sure they know you’re glad to see them again.

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Discipline in general terms is defined as to teach, or teaching. However, discipline in schools is often more of a way to modify behavior so that teaching can occur. The lines are thin and gray between discipline as defined and actual teaching.

In general, discipline in many cases is a means to punish behavior deemed unacceptable in school. Additionally, discipline is also used to curb activity that disrupts the educational process within the school setting.

In defining student discipline, one must explore the reasons that discipline is necessary. In other words, what is it about students’ actions that cause us to need to implement disciplinary measures?

Why Do Some Students Act Out?

The reasons students “act out” in school are probably as many as there are students in the classroom. However, there are a few reasons that tend to show up more often than others. We will list a few of the more prominent issues in behavior in our schools today.

1. Students seeking attention and acceptance from peers. Often, we see students “acting out” to receive what they envision as popularity or acceptance from classmates. The student is looking for affirmation from his peers which sometimes lead to inappropriate behavior.
2. Students seeking attention and acceptance from the teacher or other adults within the school. A student that is starving for attention might “act out” to receive a response from a school adult. While the attention they receive might not be positive, in their minds, it is better than no attention at all.
3. Poor self-esteem. A student that is already suffering from poor self-esteem might “act out” to mask their true feelings about themselves and their situation. Students who suffer from low self-esteem often seek ways to take the attention off of themselves while actually drawing more unwanted recognition.
4. Dysfunctional home life. Students, who are in the precarious position of living in a dysfunctional home, often “act out” as a way to cry out for help. By calling attention to themselves through inappropriate behavior, the student may be seeking further investigation into why this is happening. If you listen to children both audibly and “between the lines,” often times an educator can begin to unravel the true reason for the behavior problems.
5. Lack of understanding or fear of being wrong. Students often will mask feelings of not understanding or fear of being wrong, or “not good enough” by “acting out” to get away from the subject at hand. Even though there will be consequences for their actions, in the child’s mind, at least he didn’t have to address the issue causing his anxiety.
6. Physical or mental problems. Students will sometimes “act out” to cover an undiagnosed physical or mental challenge. While the student may be aware that something is not right, he doesn’t want to call attention to his problem. Again as in other issues, by “acting out” focus can be steered away from the underlying cause.
7. Similar to a poor dysfunctional home, students will often act out due to abuse outside of school. Again, like the dysfunctional home, inappropriate behavior can be the student crying out for further investigation and the help that is desperately needed.

The above mentioned list is not exhaustive by any means. As said earlier, the root cause of “acting out” by students can be as many and as varied as there are students in school. As with any negative issue with students, we should always be very aware and be willing to investigate further for any underlying circumstances. This is especially true with students whose behavior takes a sudden turn for the worst.

How to Handle Student Discipline in School

It is imperative as administrators that we handle student discipline on a case-by-case basis. Administrators should always fully investigate each incident and be willing to ask questions of all stakeholders when needed. Additionally, strategies for handling student discipline are wide and varied. It is important to strive to be fair and consistent with student discipline.

Discipline should be administered carefully and with as little loss of class time for the offending student and for his peers in the classroom. However, severe disciplinary issues must be handled immediately and of course with sometimes severe penalties.

Some strategies for handling disciplinary issues in schools are listed below.

Student Conference

The student conference is an opportunity for the administrator to ask questions of the student in a somewhat informal manner. The hope here is to get the student relaxed and talking to get to the root of the problem. This is also a great time to have the student reflect on what just happened and upon reflection, hopefully, realize where he went wrong. Often times when this happens the student will vow not to participate in that behavior again and is able to return to the classroom with a warning.

Student/Parent Conference

We as administrators must recognize that our parents are high-ranking stakeholders in their child’s education. We should involve our parents throughout any behavioral situations. Further, parents when involved can often offer insights that the student would never confide to us. This then allows us to understand more the reasons for his “acting out” and hopefully help us devise ways to deflect from it in the future.

Counseling Both in School and Outside Experts

Enlisting counseling services both in and out of school is an effective way to help with student behavior. Counselors can often get to the root of a problem because they employ strategical means to get to the answers we are seeking. Counselors are often seen in a more non-threatening light than the administration.

School/Outside Psychologists

There are times when professional help must be sought for our children. Psychologists can assess and monitor students from a different perspective to help root out the cause of the behavior. These professionals are also equipped to implement remedies for the situation.

Regardless of the means used to correct inappropriate behavior, we must remember that these students are still our students. Students exhibiting poor behavior still deserve our love, support, and help to get them through the tough times just like anyone else.

 *Updated January, 2021

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