Some Categories of Pastoral Care

The Disruptive Child in the Classroom

The Disruptive Child in the Classroom

Question

What should I do with a disruptive child in my class? What are the reasons that lead children to being disruptive, and what is the treatment?

Answer

The reasons that lead a child to be disruptive in the classroom may go back to shortcomings in the child, or in the teacher, or in the lesson, or all of these together:

1. Perhaps the presence of an unsettled child in your class is a clear testimony that the lesson is not engaging or enjoyable, and has failed to attract the child’s attention. We all know that an appealing, attractive story is capable of silencing even the noisiest children…
2. Or the lesson may be enjoyable, but not suitable for the child’s age.
3. Sometimes the child resorts to misbehavior out of boredom, either because the lesson is repeated, or because of the length of the lesson. A child cannot concentrate his attention for a long time on one subject, unless the subject manages to capture all his senses. A short lesson is very suitable for children.
4. Perhaps the reason for the child’s misbehavior is that the teacher does not involve the child in the lesson, but rather delivers it in a lecture style, not in a give-and-take method with questions and answers. The child wants to speak and move during the lesson. He cannot remain silent for a long time. If you do not give him an opportunity to speak and move—through many questions and answers, review, discussion, and recitation—he will move and speak for any reason without control.
5. Sometimes the reason goes back to overcrowding of the class with children, where the teacher cannot control the class, and the large number leads to noise. The child may be uncomfortable in his seat, or lost within a group in which he does not feel his own individuality, or he may think that he is not under observation because of the large number.
6. Perhaps the reason for his noise is the teacher’s neglect of him, or lack of encouragement. In order to feel his personality and draw attention to himself, he resorts to misbehavior.
7. The reason may be the absence of an emotional relationship between the teacher and the pupil. Sometimes the teacher forgets individual care, and is a stranger to the child, with no special bond between them. If this bond exists, the problem is solved.
8. In all cases, we cannot deny at all that the teacher’s personality has a great role in the calmness of the class. The beloved teacher, experienced in souls, skilled in the method of teaching, the spiritual person who is a source of trust and capability, is surely respected by his pupils, and they maintain quiet during his lesson.
9. God may have placed this child in the teacher’s path for the teacher’s spiritual benefit: either to grant him the virtue of endurance and longsuffering, or the virtue of wisdom and good management of souls, or to train him in prayer, as he pours himself out before God for this child; or to teach him humility. Perhaps that teacher thought of himself that he was something, and God wanted the teacher to know that he is weak before leading a child…
10. The reason may be related to the child rather than the teacher: such as the child being ill-tempered, spoiled, fond of showing off, talkative and excessively speaking, or possessing excess energy that he does not know how to use. Such a child can be benefited from if his activity is used in a useful way.
11. The reason may go back to bad example in church education classes or in the school where the child learns.
12. The reason may go back to family problems that need to be solved.

Whatever the reason may be, we must treat it, whether it is in the teacher, or the pupil, or the family, or the bad example… knowing that our work is directed more toward such a child, because the healthy do not need a physician, but the sick. The Lord Jesus Christ left the ninety-nine and searched for the one who was lost.

But beware of resorting to an incorrect method in dealing with the disruptive child, such as pouring out your anger on him, and dealing with him by beating, expulsion, insults, humiliation, excessive rebuke, and harsh discipline.
By doing so, you relieve your tired nerves, but you do not treat the child. On the contrary, you present a bad example to him and to others.

Remember that you too may have been, one day, or may still be, a disruptive pupil among the disciples of Jesus Christ.

We pray that the Lord may inspire us with wisdom to deal with these children, and that the Lord may bless their lives and use them in His vineyard like the rest…

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