(13.2) Consider a student who is disruptively talking to
a neighbor while you are teaching. Develop and list a full continuum of
responses for dealing with the unproductive learning behavior.
When
a student is observed to talk disruptively to a neighbor during class, we can simply
ignore the behavior if the occurrence is a rare occurrence, is not “contagious”,
is typical of a particular age group, doesn’t interfere with classroom
learning, or contains an inherently unpleasant consequence.
If
the disruptive talking to a neighbor interferes with learning, teachers can adopt
cueing, or the brief non-verbal (stern look, holding the index finger to mouth)
or verbal signal (simple verbal instruction that doesn’t draw attention to the
student) that communicates to the student that the disruptive behavior is
noticed and should stop.
If
cueing fails to work, the next possible step is discussing the problem
privately with the student. In the process, the teacher should be open to
listen to the student’s struggles, use I-messages to communicate adverse
effects of the student’s behaviors, and work with the student to come up with a
plan that helps the student and the classroom environment. When the student demonstrates a
desire to change his/her behavior, the teacher may teach self-regulation
strategies to help him/her. The teacher could also talk to the students’
parents to obtain more support or information about the student.
If
the student turns out to be unwilling to change his/her behavior, a system of intensive,
planned, and systematic interventions could be adopted. Strategies may involve using
applied behavior analysis, positive behavioral support, teaching
perspective-taking and social skills, and providing self-regulation strategies.
In the process, the student’s cultural and family background should be taken
into consideration.
I think these steps are good to remember as we enter the classroom. At the first sign of misbehavior or disruptive actions we should just ignore it, sometimes this will not work and it is an important classroom management skill to be able to handle the student in the best way possible. I think sometimes it will be hard to address certain disruptive behaviors, but these steps are a great start in handling and managing the classroom so that each and every student has an opportunity to learn.
ReplyDeleteCueing is a great example. It is very important in the classroom not to draw attention to the students. When you draw attention to a student its going to cause one or two things. Its either going to cause the student to withdraw and give less effort or the student will feel as though they have defend themselves and will continue the behavior or cause a bigger scene. Cueing and observing behaviors are a better plan of action.
ReplyDeleteI really liked your overall plan of action to deal with disruptive learners. I think these steps are important to remember. Things like cueing are a great example of the first step. As a teacher, the worst thing to do is to fuel the disruptive behavior by making visible comments to the entire class. If cueing doesn't work, you gave great examples of things that should also be explored.
ReplyDeleteI agree with those that have commented above, this is a good plan of action on dealing with classroom disruptions. I especially liked the notion of "contagious" behaviors. Very thought provoking.
ReplyDelete