Latest / New Teacher Talk / Ep 221: Managing Extreme Student Behaviors

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Ep 221: Managing Extreme Student Behaviors · New Teacher Talk

Welcome to New Teacher Talk.
I'm Dr.
Anna Quinzio-Zafran.
And I'm Dr.
Beth Wilkins.
Some days,
the strategies in a classroom management book are not
enough.
When a student's behavior escalates past what you were
trained for,
it can shake your confidence and leave you wondering what
you did wrong.
Usually, the answer is nothing.
Today,
we're joined by Abigail Jarrett to talk about managing
extreme student behavior, what to do in the moment,
and how to keep yourself steady when things get hard.
This is an honest conversation you will want to hear.
Have you ever been teaching a lesson when, without warning,
a student starts throwing chairs, screaming,
or hitting classmates?
For many new teachers,
that scenario feels like an absolute nightmare.
You might wonder, "What am I supposed to do?" Or,
"What if I make the wrong decision?" The truth is that
while most days in the classroom are predictable,
there may be moments when a student's behavior escalates to
a level that creates a safety concern.
Knowing how to respond calmly and confidently can make all
the difference for everyone involved.
My name is Abigail Jarrett, and I'm an educator.
Today,
I'm going to talk about how to handle extreme behavior
safely and confidently.
By the end of this episode,
you'll walk away with practical strategies for maintaining
safety, responding professionally during a crisis,
and supporting students after an incident occurs.
Now, let's get started.
First,
it's important to understand that extreme behavior is
communication.
When students engage in behavior such as throwing objects,
overturning furniture, hitting others,
running from the classroom, or making threats,
they're often communicating that they're overwhelmed,
dysregulated, frustrated, scared,
or unable to access appropriate coping skills in that
moment.
But that doesn't mean that the behavior is acceptable.
Safety must always come first,
but understanding that behavior serves a purpose that helps
us respond with professionalism rather than taking it
personally.
One of the most important lessons I learned early in my
career came while working in a first grade classroom.
There was a student who struggled significantly with
emotional regulation and anger.
During episodes of escalation, he would flip desks,
throw classroom materials,
hit other students with his hands or with objects,
and scream loudly throughout the room.
One day, his behavior really escalated rapidly.
He overturned a desk and began striking other students with
classroom objects while yelling.
At the moment, the priority was no longer instruction.
It was safety.
I immediately evacuated the rest of the class from the room
while waiting for additional staff support.
I remained near the student to maintain supervision and
prevent further harm.
During the incident,
he grabbed my lanyard and pulled it on forcefully while
continuing to escalate.
It was a frightening experience,
and I was relieved when backup arrived.
That experience taught me something that I want every new
teacher to remember: You do not have to handle a crisis
alone.
One of the biggest mistakes new teachers make is believing
that they need to personally solve every situation.
But in reality,
knowing when to call for assistance is a sign of
professionalism, not weakness.
Now, let's talk about several strategies that can help.
The first strategy that I have is prioritize safety over
everything else.
When behavior becomes dangerous,
your first responsibility is ensuring everyone's physical
safety.
Now,
I want you to ask yourself this: Is anyone in immediate
danger?
Are other students safe?
Does the student have access to objects that could cause
harm?
If the answer to any of those questions is yes,
safety takes precedence over academics, classroom routines,
or even attempts at problem-solving.
For elementary classrooms,
this may mean evacuating students to a neighboring
classroom.
For my middle school classrooms,
it may mean directing students into hallway under
supervision while support staff respond.
Or even if you're in a high school setting,
it may involve following established crisis protocols and
contacting administration immediately.
Know your school's procedures before you need them,
because during a crisis is not the time to figure out what
the protocol is.
Now,
strategy number two is stay calm even when you don't feel
calm.
This is very hard,
but students often borrow our emotional energy without us
even realizing.
When adults become visibly upset, raise their voices,
or argue with an escalated student,
the situation can intensify.
That doesn't mean you won't feel stressed.
You probably will.
Instead, focus on appearing calm.
Use a steady voice, keep directions short and simple,
avoid lectures, avoid power struggles,
avoid asking lots of questions,
because a student in crisis is often unable to process
lengthy explanations.
Simple statements work best, such as,
"I need everyone to move to the hallway." "I'm here to
help." "I'm going to give you some space." "We'll talk when
you're calm." Less is often more.
Now, strategy three.
Know the difference between misbehavior and crisis
behavior.
Not every challenging behavior is an emergency.
A student refusing to complete work is different from a
student throwing furniture.
A student talking back is different from a student
attempting to hurt someone.
Sometimes new teachers respond to minor behaviors with
crisis level reactions,
or they underestimate behaviors that truly require
intervention.
Understanding the difference helps you respond
appropriately.
So before you think in a situation,
ask yourself this: Is this behavior disruptive or is it
dangerous?
Disruptive behaviors require classroom management,
whereas dangerous behaviors require safety procedures.
Now, strategy four,
build relationships before a crisis occurs.
This is one of the strongest preventative tools we have,
which is relationship building.
Students who feel connected to trusted adults often develop
stronger regulation skills over time.
This looks different across grade levels,
so if you're in an elementary school,
it may involve daily check-ins, morning meetings,
or sharing positive feedback with families.
For my middle school teachers,
it might even mean taking an interest in students' hobbies,
sports, or extracurricular activities.
In high school,
it could involve mentoring conversations and helping
students connect their goals to their educations.
Relationships won't eliminate every crisis,
but they often reduce the frequency and intensity of
challenging behaviors.
Now, my last strategy for you is strategy five,
debrief after the incident.
Once everyone is safe and the student has regulated,
learning can happen.
Many educators skip this step, but it's critical.
Student needs opportunities to reflect on what happened.
Consider questions like,
"What were you feeling before the incident?
What warning signs did you notice?
What could help next time?
How can we repair any harm that occurred?" The goal isn't
punishment in that moment,
but the goal is helping students build awareness and coping
skills.
Now,
if you're looking to learn more about managing challenging
behaviors, I recommend a few resources.
This book called The Explosive Child by Ross Green provided
me so much valuable insight into understanding and
responding to challenging student behaviors.
I highly recommend.
Or you can explore the collaborative and proactive
solutions model through the official organization website.
It offers practical tools for understanding behavior and
supporting students effectively.
Another resource is your school's behavior specialist,
school psychologist, counselor, or special education team.
Some of the best professional learning happens through
collaboration with colleagues who have experience
supporting students with significant behavioral needs.
Now remember,
you do not have to become an expert overnight.
So if you're a new teacher listening today,
I want to leave you with this.
There may be days when student behavior challenges you in
ways you never expected.
There may be moments that feel overwhelming.
There may be situations that leave you questioning whether
you handled things perfectly.
But perfection is not the goal.
Keeping the students safe, remaining professional,
seeking support when needed,
and continuing to learn are what matters most.
Every experienced teacher has faced difficult moments.
You're not alone.
The confidence you're looking for doesn't appear overnight.
It develops one experience, one reflection,
and one successful response at a time.
So be sure to follow the New Teacher Talk on Apple
Podcasts, Spotify, wherever you listen to podcasts.
Also,
find and follow us on Instagram and Blue Sky at New Teacher
Talk.
Thank you for listening, and remember,
every day you show up for your students,
you are making a difference.
Keep learning, keep growing,
and trust that you're becoming the teacher your student
needs.
Thanks for listening to New Teacher Talk.
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teachers find the show, too.
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From both of us, thank you for being here.
We'll talk again soon.