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Don't engage unless necessary. Otherwise

4 R policy.

Address that maybe the student is confused and say to the class "If this is confusing or you are unsure, don't worry, I will come around and help you"

Ignore the comment and don't single out student

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Don't engage with comment.

Remind student about rules and that if they continue then they will be tracked.

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Tactical ignoring until all instructions have been provided. Aim to not engage in the conversation.

1 on 1 chat later with student outside the classroom and reinforce positive behaviour.

Stay positive !

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ESS - perhaps some students don't like working in pairs so help them find a partner or preplan the pairs beforehand or give the class the option of working in pairs or individually

Teacher can say, "I can talk with you later and get you sorted out with a plan" or something like, "I know you might have some concerns and we can talk in a minute but please don't interrupt right now, let me explain to everyone first what we are doing" ..........after explaination/instruction teacher will walk around and check in with students to see if they need more support, clarification, structuring/scaffolding etc.

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Don't engage with the negativity. Remind them on the task work to be completed.

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Don't engage with the negativity. Remind them on the task work to be completed.

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Redirect and speak to student individually

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Redirect and speak to student individually

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Acknowledging how student feels.

'allow me to finish this and I'll see what I can do with you to help'

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Acknowledge, then refocus:

"I'm happy to talk with you about this once the introduction is complete..."

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Tactical ignoring.

If she continues ask her to be quiet while I give instructions.

If she still continues ask her to wait outside the classroom where I can still see her.

Then after the rest of the class is working go out and have a chat about what the issue is.

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Mr Carter "thanks Mia, I will just finish explaining this to the rest of the class, then we can have a chat after" trying to shut it down politely so that we can move on with the lesson and then address this with her afterwards. When Mr Carter chats with her later he may then understand where this is coming from for her e.g. anxious about pairing up, feeling left out, friendship issues or not understanding the work.

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Part of this is my responsibility as a teacher: if a student doesn’t know why we’re doing this, then I need to explain this. It’s never a problem to explain to Student the purpose of a task. The Issue here is the way it has been raised, night question itself.

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Some kind of distraction with excessive positivity, an interpretive dance about how exciting the task will be.

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Pre-planned grouping depending on age and needs of class would have helped

Let's keep our opinions to ourselves to begin with and see how it goes before we jump to conclusions

This sounds like part 2 or 3 of the task, check in with Mia to see how she has gone on her own: perhaps she could use some help or she is doing well on her own and should be allowed to complete this part individually or in a different way

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Prevention is key.

Articulation of " I prepare this..." not having a back and forth,

If this was about not understanding the benefit - spend that short moment breaking it down.

If this is a reoccurring pattern with the student, is this about the anxiety of the partnering

Structure the wording of the instruction, complete actions first of getting in pairs, then explain the next step.

Wording things in smaller steps.

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The learning is often not the actual task (eg; writing the essay) but in the listening skills, collaboration, problem solving, time management etc etc.

Its learning a good work ethic.

Not necessarily the actual topic or task.

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Mostly they don't want to and will leave as soon as the bell goes or before.

Students can become unhappy if kept in "against their will" and will comment that they feel "unsafe" if made to stay after and chat with teacher or complete work etc.