This is a really interesting story. Methods of behavior management are as diverse as the disruptive classroom behaviors that they intend to correct. I could not pretend to have a universal answer to this question. No matter what you do, there will likely be times when a student's behavior, for one reason or another, becomes too much for classroom interventions.

First and foremost, however, I advocate, to the extent possible, getting to know the students, their parents/guardians, and their other teachers. I always try my best to get a handle on this student's personality, their habits, and, in the process, get to know the student on a personal level. This accomplishes a few things:

a) Getting to know a student more personally opens your eyes to what motivates the student on a daily basis. Motivation is a key to understanding anyone's behavior. Furthermore, it might enlighten you to trends about daily happenings in the classroom. For example, maybe a student acts more aggressively on days that they do not eat breakfast.

b) Does your student act the same way in other classrooms? Other teachers may have come up with strategies or "interventions" to help get to the root of an undesirable behavior.

c) Having a good relationship with parents, I've found, is really helpful for a lot of reasons. In terms of behavior, though, it might provide insight onto strategies that the parents use, you can share dialogue on what the student does at home and in school, and you can work together to create strategies for optimal classroom learning.

d) Finally, I'm a big proponent on developing community within my classroom. There are many more unexpected perks to knowing your students. Furthermore, you can often do a lot more for your students in terms of classroom instruction and otherwise if you know more about them.

I really like this hands-on attitude that Alonso has. He seems to remember that, for students, their worldview is much more limited than we often realize. Things that happen in school, for many students, mean much more to them long-term than may appear on the surface.

Again, I would never pretend to have a universal answer to this question. However, I have found in practice and in research the above comments to be quite helpful in the classroom.

There is no one solution to the problems faced in educating our youth. The problem must be approached in a multifaceted strategy.

Public educators should be trained to deal with at risk youths because the scope of the problem isn't going away anytime too soon.

Incorporating in school social workers can help manage the problem which takes a special understanding of each student’s history, home life and needs.

There are alternative education programs that have proven success and need to be researched and recommended to local education boards.

Once identified, the board of education or local school can request grant funding to offset the cost of providing alternative programs that have demonstrated proven success.

Providing convenient access to alternative programs is important too and can be done by offering after hour classroom instruction or offsite facilities that provide transportation.

During the development process, meeting with local county departments like Juvenile Justice, Social Services and related agencies can help foster community collaboration to help troubled youths get through this trying period in their lives and become productive assets to society.

Most importantly, the teachers, counselors, and those working the front lines need to be caring individuals that truly want to better the lives of their students.

Those working with students on a day to day basis need to be applauded and praised for their efforts because a lot of good teachers burn out quicker when they feel that their efforts are not appreciated. You don't need a grant to throw an occasional party showing your appreciation. Invite the parents and students too.

It’s about nurturing through education that will make a difference.

Randy Stinson

As a single middle class parent who has limited experience in the classroom but much experience as the parent of 3 educationally challenged sons, I believe that suspension should not equal vacation. I like both of the previous comments but do believe that it is somewhat unrealistic to expect a teacher to continuously operate in a disruptive environment. I'm not at all familiar with the Baltimore City Education system, which puts me at a disadvantage as to the definition of alternative education. In my opinion, there should be facilities, classrooms, etc. where chilren are sent for the duration of their suspension. Not set at home watching TV or creating havoc in the streets, learning how to become juvenile criminals.