Responses for Dealing with Unproductive Behavior

(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.

We all know it is going to happen. Our students will misbehave. A lot, most likely. When a child does misbehave there are several ways that we can respond. In this situation, a student is disruptively talking to a neighbor while you are teaching.  I will outline the continuum of responses here:

ignore the behavior:

Sometimes ignoring the behavior is the best action we can take. A lot of times, as the teacher, we may notice a behavior that we feel inclined to correct. However, anytime we stop or interrupt an instructional activity we are disrupting the entire class. The momentum of what we are teaching, is interrupted, which could cause others to start dropping off as well! So first, I would consider if this behavior is a rare occurrence or not. If so, it may never happen again. Considering that this type of behavior is typical for their age group, if not a common occurrence, it could be best to just ignore this behavior.

Cueing Students:

If we feel the student who is talking to their neighbor is disrupting the rest of the class you could try using cuing. Just a brief signal or looking at them directly for a moment will do. Or, they could need a verbal cue which could be a reminder you give to the whole class not the student directly.

Discussing Problems Privately With Students:
Talking privately could be the best decision especially if you want to make sure you do not embarrass the student. If this is not a common occurrence but you feel as if it was disruptive, having a private conversation with that student could make more of an impact.

Teaching Self-Regulation Strategies:

In order for this step to be effective students will need to want to change their behavior.  You could give her a strategy to help her realize how often she is talking in class by having her make a checkmark every time she notices herself speak disruptively to her neighbor.

Conferring with Parents:

If the disruptive behavior continues it may be necessary to involve their parents. Typically parents are genuinely interested in how their children are behaving and performing in class. If you are seeing that the disruptive behavior is now a pattern the parents will need to know because it could continue to impact them across multiple different settings in the future. Together, you may be able to strategize a plan that will work best with their child.

Conducting Planned, Systematic Interventions:

If we determine that the child is still unwilling or perhaps unable to change their own behavior, and conferring with their parents has not changed the situation a systematic intervention may be necessary. Cognitive behavioral therapy can be used to help improve her classroom behavior. Using reinforcement  for positive behavior may be what this student needs.

Creating a Learning Environment Conducive to Learning

(13.1) List five areas you will attend to as you create a learning environment that is conducive to learning.

I think classroom management is one of the most important aspects to teaching. In a lot of ways, it lays the groundwork for learning. If a child is in an environment where they have no relationship with the teacher, negative relationships with their peers, are unmotivated or micro-managed their learning is greatly impacted. That said, classroom management is one of the things I am the most worried about. Because I want to make sure I am always doing my best by every child, I worry about unforeseen situations. By nature, I am not typically very loud or controlling. I think I will spend a lot of time figuring out the right balance to make sure I maintain control of the classroom but still have a productive relationship with my students. Finding that balance, I'm afraid, will most likely come from a series of failures. :) But hopefully, in the end I will be able to iron this out as I grow more confident in my teaching abilities. 

1. Arranging the Classroom

In the majority of my elementary school classes I can remember desks being lined up neatly. A lot of emphasis was placed on keeping it in a neat and tidy line, sitting just right in our chairs, with our feet together and in proper "sitting position". I'm not sure how much attention I'll give to "sitting correctly" in my classroom, unless it is extreme or potentially dangerous. In one of my observations at an Intermediate school last year I saw a child who would stand up to do his work. When I asked the teacher about it, she told me that he is more comfortable standing up and as long as it doesn't impact his work she is okay with it. He worked better when he could get up and move around. For this reason, while their desks were in groups, she placed him towards the back, so that when he stood up he would not be blocking anyone's view. 

I agree with the idea of placing students who chronically misbehave or are often uninvolved close at hand, near the front of the room. It is easier for them to pay attention this way and hopefully this will lead them to interact more in whole group discussion. Most importantly, however, students should be seated in a manner that allows you to see all of them. This way, you can scan the room looking for signs that they may not understand, that they have made a connection that they could share with the class, are bored, etc. 

2. Establishing and Maintaining Productive Teacher-Student Relationships:

This could be the most important factor of classroom management. Showing regularly that you care and respect your students will go a long way. In order to do this, I will need to make sure that I am the best that I can possibly be for them. That means being prepared and enthusiastic even when I am tired, setting realistic expectations, facilitating my own growth as a teacher, and letting kids make mistakes without letting it define them. 

3. Creating an Effective Psychological Climate:

Establishing a classroom climate that is goal-oriented but not overly strict or regimented is important. I want my students to feel safe and secure. Hopefully, by doing this they will feel more inclined to share and be involved. By helping them see themselves as part of the community, not just in the community, I hope they will start to make their own choices and support one another. 

4. Planning Activities That Keep Students on Task:

With all children learning at a different pace this may be a challenge. Because of this, it is important to plan for this in advance when designing your activities for the day. Being prepared and organized as a teacher will help with this immensely. If the materials that you need for the day are already organized and available you will not lose as much time or attention spans when your students have to wait on you to complete this. Having a plan for students so that they know exactly what to do when they get finished with their work early will help with this. A lot of times, I have seen teachers have their students pull out their book to read in their spare time. 

5. Modifying Instructional Strategies:

Considering how to rearrange or change instructional strategies is important to consider to make sure you meet the needs of all students. By taking developmental differences, individual and group differences into account in your planning you are helping ensure all students have the same opportunity to learn. I think getting to know your students, who they are, what they know, where they want to be, and what they need to get there will help you in making appropriate modifications in your teaching. Being able to think on your feet, often on making changes in the middle of the lesson may be necessary if you see that your students are not responding.