How do you balance addressing disruptive behavior while keeping the rest of the class engaged in learning? by Katie Ann Wilson - DCMS Yearbook

wilson_katie — 2025-01-09 15:04:33 UTC

One effective strategy is using the 'pause and praise' method - briefly pause to acknowledge good behavior from other students rather than focusing on the disruption. This positively redirects attention and motivates everyone to stay on task.

2025-01-09 15:24:33 UTC

I try to correct it on the down low, while continuing to teach. It's not always possible to do this but sometimes the less attention the student gets for the behavior, the less likely they are to continue it for attention. I also try to find someone being a good role model and pointing that out.

chamberlin_edward — 2025-01-09 15:37:06 UTC

I usually just stop what I'm doing until the class realizes I have stopped, usually a student will comment that they need to listen. During that time I will just make eye contact with the student or students causing the problem, that way I don't have to call their name and let them have their attention, works sometimes and sometimes not lol.

west_jesse — 2025-01-09 16:22:13 UTC

While it sounds like I'm beating a dead horse, maintaining strong structure and expectations will minimize the opportunities for students to be disruptive. If students do become disruptive, proximity works wonders. You don't necessarily need to address it directly, but students do tend to stop being disruptive and return to work when you move towards them. Using your Chromebook to remote present to the smart display can help with giving flexibility for this purpose and also frees you to do checks for understanding as you move around.

2025-01-09 17:22:14 UTC

I do the proximity like stated by Mr. West. I also give a look, depending on the situation I can wait till I am done giving instruction or wait till there is a break and then address the issue while others in class are distracted with work. If it is an issue repeatedly I speak to them after class. I have pulled students out in the hallway for discussion as well if the issue has not stopped. I have told students to stop what they were doing in real time in front of the class as well.

esquibel_megan — 2025-01-16 14:10:35 UTC

I try to use non-verbal cues as much as possible so that it does not escalate the situation without drawing too much attention from the rest of the class. This could be by making eye contact with the student or students, walking over to them, maybe using a hand gesture. When there is downtime or worktime I will go over and talk with the student about their behavior. Asking questions like "What behavior was disruptive?", "What choice could you make next time?" and "What are my classroom expectations?" Reinforcing them to take accountability and understanding my expectations.

reilly_benjamin — 2025-01-16 15:16:25 UTC

I give quick corrections as I continue the lesson but if it becomes a bigger problem I do have to slow down to address it. Normally I use the "I'll wait" method but when that isn't working I just tell the students I'll start giving warnings. With those warnings, I just follow the discipline chart without arguing with the student.

2025-01-16 15:34:41 UTC

Linda

I try to use proximity, a quiet prompt, or a private visit in the hall. At the end of class, or the next day, I may speak to them in the hall to remind them about it.

2025-01-16 15:43:54 UTC

I start with making eye contact, then I move closer if the behavior continues. Most of the time proximity works well. If it continues then I will redirect them by whispering instructions while I stand behind them. If that does not stop the unwanted behavior I send them to the hall and speak with them when I am done doing what I am doing.