Blog #9- Troublemakers by Carla Shalaby

Reflection:

While reading Troublemakers, Shalaby challenges readers to reconsider how schools define and respond to children who are labeled as “difficult” or “disruptive.” She encourages us to look beyond surface-level behavior and to ask educators what students’ actions might be communicating about their needs, emotions, and sense of belonging. She frames so-called “troublemakers” not as problems to be fixed but as children who are often misunderstood within rigid systems that prioritize control and compliance over care and connection. This perspective made me reflect deeply on the ways schools are structured to value order and obedience rather than individuality and empathy. Shalaby’s writing pushes all educators to question whether their classroom environment itself sometimes creates the conditions for conflict, when students are expected to sit still for long periods of time, remain silent, and conform to norms that may not fit their personalities or home lives. What stood out to me most was Shalaby’s emphasis on the humanity of every child, especially those who are most often punished or excluded in the classroom. Instead of viewing challenging behavior as defiance, she suggests that it might actually be a form of communication, a plea for attention, understanding, or justice. This idea resonated with me because it reframes “bad behavior” as a signal of deeper needs rather than as a reflection of one's character. It also reminded me of the theories of Delpit and Kohn, who both argue that schools must create spaces where students feel valued, respected, and empowered to express themselves. Like Shalaby, they would likely agree that relationships and empathy are central to effective teaching. After reading, I began to think about how I might respond differently to a child who challenges authority. Rather than immediately assuming they are being disrespectful, I would want to ask what might be causing their frustration or resistance. Shalaby’s message encourages patience and compassion, which are qualities that can transform classroom culture from one based on punishment to one grounded in trust. Ultimately, Troublemakers calls for educators and communities to see every child as worthy of understanding, even when their behavior makes that difficult. It’s a reminder that learning is relational and that the way we treat the most vulnerable students reveals the true values of our schools.

Reflection/Questions/Comments To Share:

Shalaby's analysis changed how I think about discipline in schools. Instead of asking “What’s wrong with this student?” she encourages educators to ask “What’s happening to this student?” This shifts the focus from punishment to understanding.