Good afternoon,

I wonder if any experienced forum members would be kind enough to offer a frazzled GTP student some advice on a subject that is fast becoming the proverbial thorn in one's side (to put it nicely).... Year 9 students with challenging behaviour.

I am currently training to teach MFL on a GTP training programme in a secondary high school in Kent . As I suspect may be fairly common for some trainee teachers these days, I have been having severe issues with one of my classes and feel that I have unfortunately hit a brick wall with them. Issues in the lessons vary from rude and offensive language (somtimes directed at me but, would you believe, that when picked up on this, they invariably offer the 'I ain't done nuffin, I never said nuffin or summink' standardised response ); to feral and almost pack-like behaviour; to a blatant disregard for classroom rules (that I have tried relentlessly to impose and follow through with consequences for those darlings that find this concept just impossible, bless them) and no comprehension of R-e-s-p-e-c-t for anyone or anything around them (books; tables; classmates; teachers...)

I can understand that some pupils may find MFL more dfficult and that this can sometimes be a root of their challenging behaviour, but I am trying to teach them in as clear a way as possible, bearing in mind they are studying the GCSE syllabus now. Most of them are capable and fairly intelligent (one pupil in twenty-two is classified with AEN) I have shown my lesson plans to my Subject Mentor, who has said they are well- thought out, with a good level of differentiation and with good, varied and well sequenced tasks that all pupils are capable of (if they are not 'too tired to pick up a pen after playing the Xbox 'til midnight, Miss').

I have tried seating plans, removing the temptation of distraction. I have tried sanctions (following the school's BM policy) with detentions, letters home, lunchtime catch-up sessions, phone calls home, subject reports........... All to no avail. One 'challenging' student may begin to show signs of encouragement, yet as soon as this happens, another decides that ' Spanish is s**t' and that 'all teachers are **** anyway' etc etc.and the problems are perpetuated.

I have tried to be firm but fair and feel awful that the 6 hardworking, polite and nice pupils are being held back by the remaining 16 who seem to intent on educational suicide. I have been incredibly patient with them so far but this is beginning to affect me, as my usually chirpy and persevering self is becoming increasingly down beat and resentful. (Perhaps this is partly because I spend hours preparing their lessons, only for half of them to 'c*ss me down' and 'mug me off' - their words, not mine)

I am not sure what else I can try! The class teacher with whom I share the teaching is having the same problems with the class and although I can appreciate that having two teachers may be incredibly difficult for them to understand, we have worked tirelessly to maintain continuity and try to improve the environment we are having to work in.

Does anybody have any suggestions that I could maybe try to implement? Any techniques that have even the most 'streetwise' kids with their bums on seats and pens in hand, poised to participate? Or am I asking too much?

Any advice would be gratefully received. Failing that, a bottle of vodka and a month of snow days should do the trick ;)

Many thanks in advance

 No, I wouldn't try that! I'm also MFL, and haven't got any magic answers for you, I'm afraid. I think you need to keep trying out different strategies that might work for this group, without taking any failures personally, and without spending disproportionate amounts of time preparing activities which probably won't work. If you have them before break, then a list of activities that they must finish before they're allowed to leave might persuade them to work - or perhaps a treat at the end, such as a clip with a Spanish song from youtube if everyone has completed the work (or even a few minutes of watching a film). You could have a list of (simple) activities on the board (or on a sheet), that way the 6 who want to work can get on with it - without waiting for your explanations. I used to do a short listening activity at the start of each lesson with an impossible year 9 that I once had  - when they were still fresh - that way they at least got to hear the words that they were learning - and then the rest of the lesson didn't require too much teacher input.What topic are you covering?

 It looks to me like they've realised that they can overwhelm you if enough of them refuse to cooperate.  This is the main problem that needs to be addressed.  I suggest having selected pupils (ringleaders) removed to work in another room with the HoD or senior management for a couple of lessons.  This must be done such that they dislike it more than they dislike your lesson, otherwise it won't work.  On their return, you then hold a more powerful position.

As others have said, asking a pupil to take the lesson is to be avoided.

Other issues, such as bad language followed by denials are their attempts to draw you into debate, thereby lowering your status.  In order to overcome this, you need to find a way of dealing with it that is inconvenient for the pupil, can not be debated but causes you no work - e.g. "Johnny, bad language, do it again and it's a lunchtime detention."  Don't await a response, carry on working with another pupil.  If Johnny then goes for the debate, it's: "I'm busy now - I'll speak to you after the lesson/at break/at lunch" (this should shut him up because he doesn't want to be kept back or to lose face about it - ideally, he'll hope you forget), then back to the other pupil - if he continues, ignore if possible; send out if necessary.  Try to avoid debates with pupils about behaviour.

Mitch1985:

... Most recently, we have re-capped introducing ourselves; family and friends; describing physical and emotional characteristics etc... 

That's another factor - if they think they "already know this", they'll see re-doing it as punishment, boring, unfair etc.

I so echo your sentiments I hate to see someone having such problems especially at the start of their teaching career! I think its time to involve either your HOD or the SLT.  Show them your planing. However by what your saying this is not the problem . What is the behaivour team like at your school if it exists? Try get them involed. At my school we have a white board in the staff room, this is used to place difficult groups that you are teaching and someone  "senior" pops in. I'm trying to give you some ideas as your resolve must be waining. I thought I'd lost it with a bottom set French group Yr 9s however I took them to cook omeletts and turned some of them around. I not sure what else to suggest. Their are quite a few amazing professionals on this forum so this is my 2 pesetas! beat of luck.