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Teachers Should Be Able to Ask Disruptive Children to Leave the Class - IELTS Task 2 Essay


Teachers Should Be Able to Ask Disruptive Children to Leave the Class - IELTS Task 2 Essay

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Model Essay 1

Some believe that educators should have the authority to expel unruly students from the classroom to enhance the overall learning environment. While removing these students may provide a temporary respite, it is not the most effective solution. This essay will argue for alternative strategies such as implementing behavioural interventions and fostering inclusive educational programs, which address the roots of disruptive behaviour while promoting long-term positive outcomes for all students.


The common reflex to expel disruptive students from class overlooks potential long-term consequences. Temporarily removing a student might indeed restore immediate calm, but it often fails to address the root causes of disruptive behaviour. Research suggests that such actions can lead to recurring problems, as they do not equip children with the skills to manage their behaviours or emotions effectively. Instead, a more integrative approach is recommended. For instance, behavioural interventions that involve setting clear expectations and consistent consequences have shown promising results. These methods help students understand the impact of their actions on others, promoting a more respectful and cooperative classroom environment.


Moreover, fostering an inclusive educational setting that proactively supports all students can significantly reduce instances of disruptive behaviour. Programs that emphasize social and emotional learning (SEL) equip students with critical life skills such as empathy, self-regulation, and communication. For example, schools that have implemented SEL curricula report not only improved behaviour but also enhanced academic performance. Additionally, personalized learning plans that cater to individual student needs can prevent frustration and disengagement—common precursors to disruptions. These plans often include adjustments in teaching styles and the incorporation of interests that resonate with students, thereby increasing their engagement and participation.


In conclusion, while excluding disruptive students might seem an immediate solution, it is a superficial fix that fails to address deeper educational and developmental needs. A dual approach that combines strict behavioural policies with supportive educational programs proves to be more effective in cultivating a conducive learning environment.


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Model Essay 2

When it comes to handling disruptive students in the classroom, the question arises whether asking them to leave is the most effective method. This essay argues that while this approach can offer immediate relief, it is not the best solution. Instead, implementing behavioural interventions and restorative practices presents more comprehensive and beneficial alternatives. These points will be discussed in detail, examining both the short-term effectiveness of removal and the long-term benefits of alternative strategies.


Removing a disruptive student from the classroom can swiftly restore order, ensuring the educational process for others continues undisturbed. This method is particularly advantageous in severe cases, such as when a student's behaviour threatens the safety or emotional well-being of their peers. For example, an aggressive student's temporary removal can prevent harm and facilitate a calmer environment conducive to learning. Moreover, this act serves as a deterrent, reinforcing the importance of classroom decorum. However, this approach primarily offers a temporary fix and does not tackle the deeper issues causing the disruptive behaviour, suggesting it might not be the best long-term strategy.


In contrast, alternatives such as behavioural interventions, inclusive teaching strategies, and emotional support offer more sustainable solutions. Implementing a comprehensive behavioural management plan, which includes techniques like Positive Behavioural Interventions and Supports (PBIS), can help identify and address the root causes of disruptive behaviour, ranging from personal issues at home to unmet educational needs. Additionally, restorative practices promote a community and responsibility ethos among students. Through mediation and guided discussions, students comprehend the broader impact of their actions, fostering empathy and self-regulation. These methods not only reduce the likelihood of recurrent disruptions but also contribute to healing relationships and creating a supportive classroom environment.


In conclusion, while removing disruptive students may provide immediate relief to a classroom, it is imperative to adopt a holistic approach that addresses the root causes of such behaviours. Strategies that incorporate behavioural interventions and restorative practices not only minimize disruptions but also contribute to the development of a positive and inclusive educational environment.


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