Throughout this course, I’ve developed a deeper understanding of how to manage challenging behaviors in the high school classroom by addressing students’ needs with patience, structure, and purpose. When students come to class unprepared, I’ve realized it’s not just about missing materials, it’s often a sign of disorganization or disengagement. I plan to support these students with clear routines and gentle accountability, like checklists or quick prep reviews. For those who feel ready to give up, I’ve learned the importance of creating a safe space where they feel seen and supported. Encouraging small wins and reminding them of their goals can reignite their motivation. Apple-polishing students, who try to win favor without putting in the work, will be guided toward genuine effort and growth by shifting focus away from surface-level praise. Adding regular thinking breaks will help all students, especially those feeling overwhelmed, pause, reset, and return to learning with a clearer mind. When students fall into the habit of blaming others, I’ll use reflective conversations and classroom norms to build personal responsibility. And for those who are inattentive, I’ll use movement, group work, and real-world connections to pull their focus back in. These strategies will help me create a classroom where every high school Health Science student feels capable of learning, growing, and overcoming obstacles.
