https://padlet.com/kxmas1/4tmfmqcr9nwm en-us 2018-03-26 17:35:07 UTC 2023-03-26 13:09:21 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png kxmas1 https://padlet.com/kxmas1/4tmfmqcr9nwm/wish/246207907 2018-03-26 17:35:07 UTC https://padlet.com/kxmas1/4tmfmqcr9nwm/wish/246207907 kxmas1 https://padlet.com/kxmas1/4tmfmqcr9nwm/wish/246207908

work with students to select a signal they agree will assist them in quickly providing you with their attention; start with giving them options, but the fact they chose it increases the likelihood they will respond as desired.

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Use methods that are both somewhat soothing and yet are somewhat unusual—might involve turning on music, using a chime or a rain stick, playing a musical instrument

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Create a space in the classroom where you stand when requesting students’ attention.

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Work with students to establish a goal for the time you wait in a day, class period, or week after requesting students’ attention. Keep a tally of this on a butcher paper chart and provide some form of celebration (activity the students value) when this goal is reached. 

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Provide students with time indicators informing them how long they have until you will need their attention.

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Make sure students have all complied with your request before moving on. 

Like any other procedure, it is best to practice giving a signal and having students quickly give you their attention. 

Play the “Good Behavior Game.”

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Arrange seating patterns so that you can see and easily move to be near all students.

Ensure that your academic and behavioral expectations for the activity are clear to all students 

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Develop, practice, and reinforce classroom procedures for having students move into seating arrangements that support the instructional activity you have planned.

Scan the class frequently to notice and respond to potential problems or minor disruptions.

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Move around the room to keep students accountable and to encourage them to behave appropriately; try to limit your sitting time

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Ignore minor disruptive behavior, this strategy also may suggest you are not aware of the misbehavior or that you do not care about the behavior. The best thing to do before it gets out of hand is to praise other students for appropriate behavior.

Make some form of nonverbal contact

Use proximity control, either move closer to a disruptive student or have them move closer to you

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Praise a student who is positively engaged. If you choose a well-behaved student close to the misbehaving student, it may help redirect that student. Praise the off-task student as soon as they begin doing what they are supposed to.

Involve the student by using his or her name in a story or question.

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Call on the student, if they aren’t paying attention then they may feel embarrassed when they don’t know what’s going on in the class.

Increase interest by using humor or connecting the lesson to some topic in which the student may be particularly interested.

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Involve the class in a short interactive activity, often referred to as a “Think-Pair-Share” or “Turn and Talk” activity

Give the student a short task, send the student on an errand or have the student assist you with a classroom task

See whether the student needs some assistance, acknowledge this, and provide the assistance.

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The disturbance of the teacher’s intervention should not be greater than the disruption it is intended to reduce; a disturbance already takes up valuable class time. You may need to implement your classroom discipline plan that has been taught to all students.

An inappropriately angry teacher response creates tension and increases disobedience and disruptive behavior. Firmness can have a positive effect on classroom behavior, it should be associated with teacher warmth, politeness, and explanations. With this being said, remain calm.

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Be aware of nonverbal messages, that includes tone in voice, action: running, being jump, rolling eyes, how you touch a student 

Remind students of the classroom rule or procedure they are not demonstrating.

Provide the correction by incorporating a statement about positive behavior the student displays.

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Take responsibility for statements by using I-messages. Students who experience consistent or serious behavior problems are often deficient in social cognition skills. For example, they may not understand why a teacher is bothered by their talking out or why, despite their aggressive or rude behavior.

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When a student is being extremely disruptive, it is best to focus the other students’ attention on their tasks and then talk privately with the disruptive student.

Ratcliff et al. (2010) suggest that when dealing with disruptive student behavior in the classroom teachers should observe students to see that directives are being followed; they should remain calm and confident; and they should avoid confrontations in front of the class where threatening comments are used. Finally, to avoid retreating, teachers should wait for students to comply before continuing with any activity.

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avoid providing escalating prompts.

maintaining our positive relationship with the student, it is imperative the adult stay calm and use methods that will deescalate the student’s emotions.

manner that will deescalate the situation.

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State the expectation in a positive manner.

Offer assistance

Provide option, suggest something that take the student out of the distracting environment or situation

Predict a positive choice and its consequence. Example, “I think if you tried two problems and then asked your partner for help, you would know what to ask for and you’d get help before you became too frustrated.”

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Decide whether it is necessary to become engaged in the situation.

If your knowledge of the students indicates a response in front of peers might escalate the situation, ask the student if the two of you could talk about this privately, and provide the class with an academic task.

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When interacting with the student, make sure your nonverbal behavior is supportive and nonthreatening. Be sure to keep a calm voice, speak quietly and slowly, be respectful, do not get too close to the student, and do not use gestures that might intimidate the student such as pointing or extending an arm.

Communicate sincere empathy for the student. This involves sharing concern for a problem the student is experiencing.

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