(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.
If
a student of mine were disruptively talking to a neighbor while I was teaching,
I would first try to quiet the student as discreetly as possible. I would give
the student a stern look or call his or her name in an attempt to engage he or
she in the lesson. If the student continued to talk, I would place the student
in another part of the room where he or she would not be tempted to talk with a
neighbor until I could have a private discussion with him or her. I would also
try to make my lesson interactive so that students would be in a conversation
with me rather than talking with each other off topic. Once I had a chance to
talk with the student in private, I would explain why he or she should not talk
disruptively in class. Then I would give the student a chance to explain why
they are talking in class and see if we could come up with a solution together
where the student would feel less tempted to talk disruptively. If a private
conversation did not work, I would then teach the student self-regulation
strategies. I would ask the student to make a tally mark each time that he or
she turned to talk to their neighbor at an inappropriate time. If
self-regulation tactics did not solve the problem, I would talk with the
child’s parents. I would tell the parent about the disruptive behavior along
with positive aspects about their child. If a parent teacher conference does
not help the behavior, I would then conduct a planned, systematic intervention.
Cognitive behavioral therapy might be the best solution in this case.
I really liked what you had to say! Self-regulation is so essential. If a child cannot regulate themselves in the classroom, how will they ever be able to outside of the classroom. It is important that children learn this skill early because it is so necessary and crucial to their futures.
ReplyDeleteI agree completely with every step of the process you listed for dealing with disruptive behavior. Moving the child to a different area of the classroom is a great idea. Sometimes, the misbehavior ceases when the student is no longer surrounded by people to distract. The only thing I would add is setting clear expectations and rules at the beginning of the school year to make sure students are aware of what is expected in your classroom. Otherwise, this response seemed nearly perfect.
ReplyDeleteI agree with your response and I liked your idea of trying to think of ways in which you could allow the student a more interactive role, engaging them so that they are less likely to be a disruption. I hadn't thought about that response. Self regulation, as you mentioned, is also important but so hard for young children to do :)
ReplyDeleteI really like that one of your first couple solutions included making your lessons more interactive so that students would be able to talk. This is a great way to (hopefully) fix the problem without singling the talkative student out from the rest of the class, and channel his/her talkative tendencies into something productive.
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