I peer-assisted an open grade ten drama class during my last year of high school, which is definitely *not* an endeavour for the faint of heart. Oddly enough, though, I tried actually talking and relating with the students, and while some of them were just troublemakers no matter what I did (doing aerial somersaults off the blocks, leaving class and wandering around the school, throwing things, flicking the lights on and off, hitting on me, refusing to participate in activities that they'd enjoyed and participated in enthusiastically only days before), a lot of the students responded well to techniques such as "reflective listening" and "I-messages." For example, it might go something like this.
ME: Okay, grade tens, it's time to start our lesson today. First, we're going to talk a bit about improv, and then we're going to play some improv games. *Walks over to the blackboard and writes the word 'IMPROV' in big letters.* Now, who can tell me what improv is?
STUDENT: You mean we have to write this down?!?!
ME: You don't enjoy sitting and writing, do you? I'm getting the sense that you'd rather get up and move than sit here.
STUDENT: Yeah, writing notes is boring!!!
ME: Well, I can understand your frustration, Murgatroid. I promise that this won't be long, and the more everyone co-operates, the faster it'll go, and the sooner we can start the activity.
STUDENT: Well, okay, Freaky. But, when we get started, can I go first?
ME: I love your enthusiasm! You can go first if you finish copying this down. (Or some variation thereof--sometimes, it'd have to be, "Gee, Murgatroid, I love that you're so enthusiastic, but you went first last time, and I promised Megan she could go first today. But, as always, everyone will get a chance to participate.")