Class Clown

Is there an assistant? Is the assistant always in the room with you? If so, turn this child over to the assitant.

If not, perhaps work toward having the child identified as ADHD. Or otherwise, call in his great mom and have a sit down telling her that his behaviors are creating a tremendous problem and that you’d like her understanding and support for a campaign you need to launch specifically on his leaping, sliding, jumping… You will need to have a major sit down with him, tell her, and then begin to remind him each and every time in the best effort to help him ‘reset his meter’.

I’ve found some students are helped by having a small thing to carry round with them. A soft something on a neckchain. They can hold it while they walk and it helps to ground them. A small soft something on a small chain attached to their belt. They can squeeze it and their excess energies can be expended through the hand. Rather like worry beads -

Good luck.

Clearly state your expectations. If not compliant, they he may practice correct behavior with assistant. Best time to practice is everyone else is doing something fun. The idea is for the practice time to be at your convenience, not his.

This kid is getting pay-offs for his behavior. You must turn that around.

Funny thing you should mention something to hang around his neck, my daughter’s OT (and my daughter is not ADHD) gave her a fidget ball. She said it helps with sensory integration, i.e., kinesthetic feedback and helps to keep her from getting overloaded, especially during transition. Don’t ask me, but apparently, according to the teacher, it helps. ???

Another help is to matter-of-factly (the tone of your voice here is critical) say to him, when he clowns around, “It sounds like you’re making a joke. It’s funny but this isn’t the right time to be funny.” Then make sure, when he’s silly again at some appropriate time for clowning, you mention to him how funny he is. Celebrate his funniness when it’s appropriate.

Sometimes kids really don’t have any idea of when being silly or funny is appropriate and teachers often make the mistake of trying to squash ALL the joking. It’s better to guide a child to learn when humor is good and when it’s not. Kids often get the impression that teachers totally hate anything funny no matter when it’s done. The net result of that impression is that the child rebels. So make sure you start to teach him the circumstances where humor or silliness is acceptable. It’s a LONG process but I think it’s a vital one.

Again, the tone of your voice is critical. If you can’t discuss this with him without an edge to your voice or any tone he’d interpret as being critical of him, then it’s better not to do it. But I’ve had great success over the long haul by gently guiding kids to know what is appropriate and what isn’t.

Excellent advice here.

I would add that I don’t even think these kids want to act badly but just don’t know an appropriate way to gain the sensory stimulation they need.

I would talk to the child and give him some alternatives. Address him as Joan has said and also add that you want to help him. If he needs to sensory input find a way to get if for him that is appropriate. Carrying books works or just have him get a drink of water from the water fountain. Let him know that there are appropriate and innappropriate ways to move in your class. Also, if you see it coming you can provide him with some movement that stems the tide before it turns into the impending tsunami.

Some kids just need more movement. Without it, they can be impulsive and difficult without intending to.

Very good point, Linda. Absolutely have the child move BEFORE any important lessons. Glass of water is a great suggestion, so is carrying books or lifting anything heavy. Another really good idea is to have children push their hands against the wall while making their bodies resist, kind of like a runner’s Achilles tendon stretch. That resistance is great sensory stimulation. I’ve used this with an entire group of kids; I call it a “sensory break”.