Dealing with challenging behaviour in the classroom can feel like navigating uncharted waters, but with the right strategies longer term and a consistent approach when dealing with defiance in the moment you can be empowered to effectively manage defiant behaviour.
A student refusing to follow instructions is not a new occurrence in the teaching world. However, concerns are being raised by teachers and leaders that post-pandemic classrooms are seeing more and more students refusing to follow instructions and an increase in challenging situations.
When teaching a large group, it only takes one to refuse to comply for the mood in the room to shift. A defiant student signals to the rest of the group the possibility of escalation and for the teacher it can feel disempowering and like a loss of control and order.
Interestingly, there is a slight difference when you consider the definitions of “defiance” and being “defiant”. According to the Cambridge English Dictionary:
- Defiance (noun) is the act of refusing to obey somebody/something.
- Defiant (adjective) is proudly refusing to obey authority.
The concept of being defiant in terms of “proudly refusing” to follow instructions is more challenging than a student who is just being obstinate.
Being defiant is a deliberate choice, often aimed at seeking attention. The result is often disruption to learning and of course a challenging relationship going forward between student and teacher.
Sadly, the defiant student will always exist in classrooms in one form or another as it is a simple fact of life that your people like to test boundaries. Students especially like to see how much “wriggle room” they have in terms of their behaviour and the important factor for teachers is having expectations and reaffirming them consistently when the opportunity arises.
The long-term strategies
Managing defiance in the longer term is achieved through planning for the classroom environment you wish to teach in. You must share the passion and enthusiasm for your subject and ensure that your students feel welcome in your space.
Foster positive relationships: The most powerful tool is building strong relationships with your students. Show genuine interest in their lives, actively listen to them, and create a safe and inclusive classroom environment. When students feel valued and respected, they are more likely to engage positively and channel their energy in productive ways. This will also help you detect when the possibility of defiant behaviour is going to arise and if you know your students well you may be able to defuse it quickly before it becomes an issue. Students may act out due to a variety of factors, such as personal difficulties, social pressures, or academic frustrations. By taking the time to see your students as individuals and empathising with their challenges, you will be better equipped to address their behaviour with understanding and compassion.
Plan engaging lessons: Coming hand-in-hand with the previous point, students are not going to want to learn if they are not hooked by what you are trying to teach. The easiest thing to say, and possibly the hardest thing at times to achieve, is to plan a lesson that captures the interest and engagement of all students. Of course, we all have curriculums to follow but unless you know your students well, and what makes them tick, you are going to struggle to raise their intrigue to the subject material. Make learning relevant to students and explore how the learning could benefit them in the longer term. Having a passion for your subject and sharing that through interesting lessons will appeal to even the most disaffected students.
Set clear and consistent expectations: Establishing clear boundaries and expectations is essential for maintaining order in the classroom. Communicate your rules and consequences in a positive and proactive manner and even involve students in the process by collaboratively creating class rules (of course, for consistency across the school it is important that these align with the whole school behaviour policy as well). This approach empowers students to take ownership of their behaviour while promoting a sense of responsibility and accountability. It makes it easy when a student is not following expectations to ask them to remind you of what the class had agreed as a positive reinforcement tool rather than an instant sanction for disobedience.
Praise the compliant: There is nothing worse than feeling left out! The same can be said in a class setting when students see all their peers getting rewards and they are missing out. Students respond exceptionally well to praise, just like everyone else.
Acknowledge and celebrate their achievements, no matter how small. Use rewards, praise, and privileges as incentives to motivate and engage defiant students. By highlighting their strengths and progress, you will nurture a sense of accomplishment that can gradually transform their behaviour.
Link this to the strategy above – if the class expectation is that they come into your classroom quietly, get out their equipment and begin the starter activity, then reward every student who does this every time. Those who are not following soon realise they then have a choice – and you will find most will comply.
Seek support and collaboration: When facing defiant behaviour remember that you are not alone. Seek support from other colleagues and student pastoral teams who can provide valuable insights and guidance. Collaboration with students' families is also crucial, as they are essential partners in fostering a positive learning environment. Together, you can create a unified and supportive front against defiance and if the student realises they are not going to get the backing from home they will soon realise they need to correct their behaviour.
In the moment (the short-term)
Dealing with defiance in the middle of the lesson is incredibly frustrating. You have a lesson to teach, another 29 students waiting to crack on and the next task needs some precise explanation. However, everything grinds to a halt…
Remaining calm: Perhaps easier said than done, the key to dealing with defiance in the moment is to present a calm and unaffected manner. Often students are defiant as they are looking to provoke you into a reaction. As referenced earlier, defiant behaviour can escalate general behaviour in the classroom if a teacher does not handle the situation carefully.
Always seek to defuse situations. Remain calm by keeping your voice level and your facial expressions neutral. Give yourself and the student some personal distance, especially if you are beginning to feel challenged. In all likelihood, the student might feel a level of intimidation too so keeping the distance allows for some comfort.
Positive instructions: With your calm manner the next step when tackling defiance is to positively reinforce what your expectations are. The goal is always to avoid adding to conflict and it is important we consider how we are going to challenge a student’s behaviour in a way that refocuses them and ensures that they comply going forward.
A go-to method is to avoid questioning the behaviour but simply to state it: “Simon you are talking.” This method avoids discussion, as the only come-back the student can have is to deny and this is unlikely as you clearly have seen them do it. Another method is to caveat instructions with a reward or ambition as a form of motivation to entice students to act on your instructions.
Ask the student for the rule: Alternatively, if a rule is being broken by a combative student, instead of initiating confrontation by starting with a direct command or publicly pointing out the transgression: ask them: “Teegan, what is the school rule about earrings?”
This simple strategy gets the student to acknowledge the rule and it emphasises that the interaction is not a personal grudge between you and them but is a school-wide expectation that all students must follow. Likewise, in your own classroom, asking a student to remind you what the rule is about calling out is more effective than telling them to simply not do it.
Allow response time: Remaining calm is key to dealing with defiance as I have already mentioned, but it is not just the teacher who needs to remain calm. If a student is refusing to comply and being actively defiant then it is likely that their emotional stress levels are beginning to become charged. Using positive instructions lay out your expectations to the student and then give them time to process by walking away for a minute or two. Let them know that you will be back to check in, but by giving them space it gives them a chance to personally reflect on their next choice. Of course, if they are continuing to defy then it will need further intervention. However, by showing the student you are not willing to engage in a debate you remove their ability to act up in front of the rest of the class.
Private conversations: I remember my first headteacher in my NQT year leading a professional development session and referencing the terms RIP and PIP. Acronyms that stood for “Reprimand in Private” and “Praise in Public”. Telling a student off in front of the class destroys relationships and creates a public performance for the rest of the class. Always try to speak to defiant students one-on-one. Whether that is speaking to them at their desk, briefly speaking to them in the corridor or asking them to remain behind at the end of the lesson, addressing defiance should be done directly with the student. It is enough for the rest of the class to note the private conversation to understand that the behaviour is being challenged and for them to realise that they should not be replicating it themselves.
Practise active listening: Having a conversation with the student allows you to reinstate that positive relationship and reset the behaviour going forward. Defiant students often crave attention and validation. Active listening is a powerful skill that allows you to establish connections and defuse tense situations. Be present, maintain eye contact, and demonstrate genuine interest in what they have to say. By actively listening, you not only understand their perspective but also show them that their voice matters. This then sets the tone to allow you to reinforce your expectations of them and ensure a productive learning environment is continued going forward.
Final thoughts
While managing defiant behaviour can be challenging, remember that each student represents an opportunity for growth and transformation. By understanding their perspective, fostering positive relationships, setting clear expectations, and implementing effective strategies, you can create a conducive learning environment where all students can thrive.
It doesn’t matter at what point in the school year you find yourself, if you embrace these strategies then you can empower yourself to handle defiant behaviour with confidence.
Jessica Richards is assistant headteacher for teaching and learning with Taaleem in Abu Dhabi. Find her on X (Twitter) @JCR91. Read her previous articles for SecEd via www.sec-ed.co.uk/authors/jessica-richards