Q: What steps would you take with a student who was disruptive in your classroom?
A: First, I would make sure my intervention was quiet, calm, and inconspicuous. For example, one day I saw that Michael was not paying attention in class. So, I used his name in part of my presentation, as follows: “As an example, let’s measure Michael’s height in centimeters.” The disruptive student – Michael – who had been whispering to his neighbor, heard his name and was drawn back into the lesson with no disruption of the class. I also believe that the more immediate a reprimand, the less likely a student will feel I condone his or her behavior. And, perhaps most important, reprimands should be kept brief. The more I talk, for example, the more I will distract from the lesson and the more I “reward” a student for inappropriate behavior.
FROM THE PRINCIPAL’S DESK: “We have had candidates carry in suitcases of dusty art and materials they spread out all over the table. Some used it, but it was mostly overkill.” |
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