Respond in a polite, calm voice no matter what a defiant student says. Remember that you are a professional and maintain a respectful demeanor even if the student shouts or uses profanity. Some students act out to provoke a negative response. Giving the student a negative response may increase the chance that she will act out again in the future.
Acknowledge the behavior issue, but direct the student to the task at hand. Teachers can do this by making a quiet remark such as, "I see that you are upset and I will want to discuss it with you later so that we can resolve the problem on your mind. Right now, however, I need you to turn to page 42 so the whole class can concentrate on the map of the Western Front." Teachers who take this approach must be certain to meet with the student later as promised.
Take the student into the hallway for a brief conversation about the issue. Teachers should do this if the defiance continues, especially if the student appears to be acting up to show off before other students. Once deprived of an audience, the student may be able to calm down.
Follow your regular discipline sequence. If a polite request and a private conversation do not resolve the issue, begin applying your usual consequences for students who are off-task. This may involve a formal warning and a series of check marks on the chalk board if the student continues the defiance. Give the student five minutes between each step to reconsider his behavior.
Send the student to the office. Teachers should do this when the student has reached the "removal" stage of the classroom's regular discipline sequence. This step allows the student a chance to cool off in a neutral environment. It removes the disruption so other students concentrate on work.
Fill out a discipline referral at the next possible moment. Be specific about the student's behavior but refrain from emotional language. Follow up with the administrator in charge of discipline to see what consequences the student received. If the student's behavior was particularly egregious, you may want to request that a parent conference take place before the student is admitted back into your class.
Examine your classroom routines and instruction to identify any issues that may have caused the student to feel unwanted or incapable of doing the work. Adjust your procedures accordingly. Students are less likely to be defiant when they feel welcome in a classroom that provides engaging work at an appropriate level of difficulty.