I'm wondering if there is a trick or strategy that would help pinpoint the reasons behind complete meltdowns or major misbehavior. I just got to the point where I was able to figure out the trigger for 3 of my students. Maybe I'm getting better at this, or maybe I just got lucky. Examples: Boy A: major background problems. Lost his mom a while ago, being raised by grandpa. Have no outlet for grieving, because grandpa is still upset about it, can't talk to friends about it, and cemetery is next to us. (constant reminder). And there are a lot of other problems I'm not aware of. I have him 4th and 5th period. 4th period he's absolutely wonderful, on task, respectful, a sweet kid. So I know it's not that he doesn't like me, or has no respect for me. 5th per. he changes. 2 days ago it was as soon as the period started, yesterday he made it through the first 15 minutes. I know it has to be the group of kids, some are the same from 4th, but we have a few other students. So 2 days ago I asked him, and he said Girl A made a face at him, and he hates her, and that's why he lost it. When he looses it, nothing works, rewards, redirection, consequences, nothing. He has to go, that's how disruptive he is. Instead of going to office or suspension room, he sometimes hops over the fence and takes off. Yesterday major meltdown, and I saw it happening, from one second to the next, he completely lost it. The girl didn't say anything, but it may just be her presence. Shared it with P the day before, and she thanked me, because she said she was able to use that info for figuring things out (she didn't tell him I told her) added: this issue has nothing to do with the mom, but we had a lot of other problems stemming from that. This current issue comes from this guy liking a another female student, but girl A started some very nasty rumors about her. So now boy A hates Girl A because she might jeopordize his chances with the other girl. Girl A: sweet girl, we got a little closer from last year, so I can just redirect her, and she'll get it together just to please me / stay out of trouble, etc. She has major anger issues, so when she gets mad, it's over. I realized that just lately, so the goal is not let her get mad, or stop it while she's getting to that point. Also calling home is great, because grandma is supportive with rewards and consequences. So I feel like I'm making progress with her. Yesterday she was about to lose it, but I was able to stop her, she took 2 minutes and got it together. (when she looses it she would cuss me out, 2 days ago she yelled at me 'you're acting fxxking stupid'. Yet, I know she likes me, but her anger takes over) Boy B. have him 2 periods back to back, just like Boy A. 4th period he's pretty good. 5th period can go either way. Calling home works, because mom is supportive, he doesn't want to me call though, even to just say good things (don't know why, still have to figure that out). 5th period he can completely lose it, to the point of getting kicked out. He's on probation, so he can get locked up for getting kicked out too many times, but when he gets angry, he doesn't care. He says I used to be cool, but now I'm not. Yet, the first 3-4 weeks we constantly battled, and since then things have been better. I don't think he doesn't like me, because our interaction is always great, except for when he has a bad day. I noticed him worrying about 6th period, he often says he doesn't like it, he wants out of it (it's another teacher's class), because he's gonna get locked up. I thought he had conflict with another student. Turns out it's the teacher (both the teacher and P told me). This kid can be perfect, and then in a matter of minutes he looses it, and say things like 'I don't care, sent me out, fxck your class..' and goes on and on. Rewards work at times (yesterday it worked, he wanted to sit in my chair on Monday if he's good, and it worked. Of course the chair won't be behind my desk, it's with the other desks, and he knows it). So my question is: is there a way for me to pinpoint problems and triggers that would take less than 4 weeks? These 3 students have anger issues, I had private conversations with them, and it took a long time for them to share some insight, and it took me to observe them. But I can't really watch 1 student while I'm teaching, I have another 10 to worry about, and all 3 of these students are in my 5th period, which is the most difficult (although lately it's much better). Besides these 3 students there are 40 out of the 60+ that have just as many issues, baggages and huge problems and triggers I need to find out. How do I do that? Does it have to take forever?