How to Manage Six "Problem Students" in One Class

It always starts with someone calling out.

Below is an example of an actual conversation that happened in my class:

Student A: OOO!! He pushed me out of the line

Student B: NO I DIDN"T

Students C, D, and E: Yes! I saw him
                                    No, he didn't he's just lying
                                   He pushed him first
Student B: *falls to the floor and begins to cry* I really didn't! They're lying on me! Stop laughing at me! *Get's in student A's face* I didn't do it!

Me: The next child I hear to say a word is on silent lunch.

I have a notorious group of kids this year. In that past I prided myself in my classroom management skills. I usually get compliments on my students' behavior. I strongly believe that having an organized classroom, with no downtime, and per-planned activities, and established rules and routines cuts out 90% of most classroom management.

Not this year. I am totally lost with these kids. Often teachers, or other staff will walk by my class and say oh, you have him... and him?! and her? and her?! You really have your work cut out for you this year Ms. Brown. It's only first grade, but a few of my students have their names well established. During my maternity leave, they ran off three different long terms subs, all with the two most challenging students placed in different classes.

I have been researching and trying literally everything, but it hasn't been until recently that I've seen some small success. My approach in the past has been to address behaviors. Each behavior has a corresponding consequence. This has not worked with my class this year. My children this year seem to be dealing with real issues at home. My worst student by far had to be sent to a veteran second grade teacher because none of the other first grade teachers were able to deal with her. She was the topic of my "Funds of Knowledge" research. I learned that I really need to be addressing the issues she's facing at home. She responds when I notice the positive aspects of her character, and hold her to higher standards.

But it's not as simple as that. Each student that I am having trouble with responds to different consequences and rewards in a different way. Instead of addressing specific behaviors, I've learned to address students and their motives. This takes a lot of relationship building. My students know I'm their advocate. I love to praise their good behavior, and I'm very disappointed when they have earned a consequence. They know I am expecting their absolute best behavior.