Considering my practicum experience, I have to agree with Joseph that, occasionally, a student will develop that “troublemaker” reputation, and, from that point on, the teachers’ constant criticism only serves to increase bad behavior. I suppose that goes to illustrate the theory that students will live up to the expectations that we set (or impose) upon them.

To be completely honest, though, I’ve been blessed with relatively tame classes. My biggest complaint is talking out of turn or sporadic rowdiness. Usually, this happens when they really begin getting involved in the lesson. I’ve found that the best way to harness that energy, like Leah and the original list mentioned, is to “know thy plan.” Good transitions and plenty of engaging activities seem to keep them moving in the right direction.

I just try to maintain a teacher-student “team” attitude, as opposed to an “us-versus-them” attitude. It seems to help if the students see me as an ally.

After rearranging the boards in the classroom, I recently observed the teacher putting up work done by the “gifted” students, which of course is fine, but the previous work she had taken down was also done by a few of the same students. Noticing a change, each class went to the board to see what had been put up, and I could see the disappointment of some who did not see their name or picture. A few of them began to crack jokes about the work or the pictures, and many of those were the same ones who are frequent trouble-makers. In the teacher’s defense however, the principal only wants to see “quality work.”
I would think that for those who go from nothing to something, that something, is quality.

For this reason, I think it is important to start simple and build up when helping students understand the beauty of Shakespeare’s language. After discussing the plot in simple terms, or after reading a passage, choose one important quote. Break this quote down into simple words. Ask them how this simple sentence connects with what is going on in the scene the quote is from. Then choose one word from the original quote and have the students look it up and define it. Break this definition down into a more simple definition and discuss it. Then replace the simple word in the simple sentence with this original word from the original quote (it sounds complicated, i know, but stay with me). Keep doing this until you have changed the simple sentence back into the original quote. This way, they can better understand the nuances of his language.

It could also be helpful to take a day out and explain to the students a brief history of how English evolved. Many of them may not be aware that English was spoken differently — once this problem is cleared up, they may not be so reluctant to read Shakespeare!

I’d suggest that the students hear as much of the play as possible. With Shakespeare–and only Shakespeare–I find myself mumbling the play to myself while I’m reading the play.

Many of the clever elements of Shakespeare’s language, like the insults, sarcastic comebacks, and witty asides are things that the students can creatively duplicate or synthesize on their own. Make up some Shakespeare-style insults!

When we staged S’s work in my high school classroom, my classmates and I invented a running gag where we would find the most creative uses for random classroom things as props. It wasn’t something anyone thought of–it was just really funny the first few times and then it took on a life of its own. A little slapstick and some improv can help the students focus on staging their own Shakespeare, not the play they think they should be staging.