ANNOYING CLASSROOM DISTRACTIONS

How can a teacher prevent irritating classroom behaviors?

1. The students and teacher should first discuss and then write a "group" contract
adopting acceptable classroom rules and procedures by the end of the first week of
school.

2. Periodically review the rules and procedures of the classroom until the students can
successfully adhere to them.

3. Use simple verbal reprimands when the misbehaviour occurs. Make sure that they
are to the point, moderate in tone, and private (e.g., "Stop talking and work on your
math problems, please").

4. Give praise to the entire class as frequently as possible (e.g., "Thank you for working
so quietly, “or "I'm delighted to see you all working so well today").

5. A student who continually exhibits an unacceptable behavior (e.g., out of his/her seat)
might profit from an "individualized" contract pinpointing the "desired" behavior (e.g.,
remaining in his/her seat) and delineating the consequences (e.g., if goal is reached,
then student will receive designated reward or recognition).

6. Intervene as soon as possible in order to prevent the misbehavior from occurring

(e.g., say "Harry, may I help you with your assignment?" when the student begins to
show signs of frustration).

7. Use facial expressions to convey to the student that the misbehavior was not totally
overlooked. Circulate around the room frequently, to avert potential behavior problems.

Return to Top

ANTAGONISM WITH AUTHORITY

What can be done to help students improve their interaction with authority figures?

1. Provide opportunities for students to change their hostile and aggressive energy into
socially acceptable channels such as sports, clubs, crafts, hobbies, etc.

2. Give students reading and/or writing assignments that deal with antagonistic
behaviors, and ask them to comment on different socially acceptable ways of handling
conflict situations.

3. Praise the students whenever they are cooperating with other adults (e.g., "That was
very kind of you to help her find her keys").

4. Talk to the student in private to ascertain the reason for his/her misbehavior.

5. Provide the students with models of appropriate communicative behavior through

role-playing activities.

6. Encourage students to strive for greater self-control in as many situations as

possible.

7. Emphasize to students the difference that exists between acceptable communication

in school and that which is used at home and/or in the community.

8. Contact parents and/or administrators when there is no other way of resolving the
conflict situation.

9. Refer the student to appropriate staff members (e.g., the Child Study Team, if the
student frequently displays uncontrollable verbal hostility). Keep anecdotal records to
support your concerns.

Return to Top

ARGUMENTATIVE STUDENT
How can the teacher deal with a child who becomes argumentative upon confrontation?

1. Do not confront the student in a group situation.

2. Do not use an accusatory tone upon approaching the student.

3. Evaluate the situation that led to the confrontation.

4. Do not back the student into a corner. Leave room for options.

5. Do not make threats that cannot be carried out.

6. Allow your emotions to cool before approaching the student.

7. Maintain the appearance of control at all times. Use a clear, firm voice.

8. Give the child an opportunity to speak his/her piece.

9. Allow for role-playing, doing role reversal.

10. Try to explore and discover what led to the confrontation. Avoid repeating these
circumstances.

11. If you made an error, admit it!

Return to Top

BEHAVIOR PROBLEMS
What steps can be followed to resolve a child's constant mis behavior?

1. If possible, meet with the child and describe in exact terms the behavior you find
unacceptable in the classroom.

2. During the discussion, explain the reason(s) why you find the behavior unacceptable.

3. Be sure the child understands that it is not he/she who is unacceptable, but rather the
behavior.

4. Let the student know exactly what will happen if the problem continues.

5. If the misbehavior occurs again, follow through with the previously planned
disciplinary action.

6. Throughout the process, keep the parents and the principal informed of the progress
or lack of progress.

7. If the child continues to misbehave and you feel that you have utilized all of your
options and resources, send the child to the principal's office. Explain to the child that
he/she is welcome to return when he/she is ready to follow the classroom rules.

Return to Top

BOASTFUL, ATTENTION-SEEKING
STUDENT
What can be done for a student who is constantly disrupting the class in order to gain
the teacher's attention?
1. Give the student a position of responsibility in the classroom and encourage him/her
to set a good example for others (e.g., passing out papers).

2. Post a chart in the front of the room delineating the rules to be followed when
responding. For example:
1. Raise your hand if you wish to talk.
2. Wait to be called on.
3. Listen while others talk.

3. Assign the student a special project of interest and let him/her present the report to
the class.

4. Ignore the student's annoying comments, but give praise when the student describes
his/her real achievements.

5. Assign the student to a small group in which he/she must participate primarily as a
follower.

6. Provide recognition and positive attention whenever possible.

7. Model appropriate behavior every day for the student, so that he/she can see what is
expected of him/her (e.g., role-playing by teacher and/or peers).

8. Arrange parent conferences to discuss any factors that may be contributing to the
student's problem in school (e.g., sibling rivalry).

Return to Top

CALLING OUT IN CLASS - RESPONSE #l

What do you do with a student who calls out answers or comments during class?

1. Discuss your expectations with the class. Make up rules and consequences at the
very beginning of the school year.

2. Keep a frequency record in your grade book of the calling out, and increase the
severity of the consequence in direct proportion to the frequency of the "calling out."

3. With children in the middle grades and older, divide the class into two groups and
make a game out of questions and answers. Each team scores a point for each correct
answer. If a team member calls out an answer out of turn, that team loses a set amount
of points.
4. Praise the student who does not call out, but waits to be called on.

5. Ignore the calling out. Do not acknowledge having heard it.

6. Use a strict behavior-modification program to lessen and ultimately extinguish this

behavior.

7. Examine the reason for the calling out. Is it for attention? Do you tend to overlook
calling on this student? Is the calling out a result of an inability to sit still? Does this child
have a learning disability? React to these symptoms appropriately.

8. Contact the parents. Try an at-home reward system for good days (days in which
calling outdid not occur). This will involve sending a note home daily.

Return to Top

CALLING OUT IN CLASS - RESPONSE # 2

What can you do about children constantly calling out in class, even when they are
supposed to be working quietly at their seats?

1. Be sure that the students know what you expect of them concerning this problem.
Describe what procedure you want them to use to get your attention, and explain why
they should not callout in class.

2. If students' calling out is a major problem, hold a class meeting and ask the children
to make recommendations for solving this problem. This would include the type of
discipline to be used for the children who continue to disturb the class by calling out.

3. Be consistent and persistent in disciplining the children who call out.

4. If a child communicates with you by calling out, make your only reaction one of
displeasure and do not answer the question or fulfill the request.

5. Tell the class that if calling out in class only occurs a certain number of times during
the week, you will do something special with them on Friday afternoon. Peer pressure is
then utilized to solve the problem. In the weeks that follow, calling out will lessen, as
students anticipate the special Friday activity.

6. Calling out may be motivated by the student's enthusiasm, or by the fear that he/she
will forget what he/she wanted to say. Have students keep a pad and pencil on their
desk to write down a thought they might forget. That way they can refer to it when they
finally get called upon. Be sure to give everyone a chance to answer something -- even
the slower thinking students!

Return to Top

CLASS CLOWN
How can you deal effectively with a "class clown"?

1. Let the student know in private how you feel about his/her unacceptable behavior,
and explain what is expected of him/her. Try to form a trusting relationship with this
student. Listen to his/her feelings and expectations. Try to channel his/her talent for
humor into something more productive, such as creating a class play or dramatic skit.

2. If you think it would be beneficial, try role-playing with this student. Give him/her the
role of the teacher who is trying to teach a lesson. You take on the role of the class
clown and exhibit the same behaviors that he/she does in class. This may be a learning
experience for the entire class!

3. Explain to the student that the solution to his/her problem is his/her responsibility as
well as yours. However, if the "class clown" behavior continues and it affects the level of
learning for the rest of the class, then the responsibility for the solution will lie with
him/her and the administration.

4. Try to find the curriculum areas in which the student is interested. Give him/her some
independent work in these areas and observe any change in behavior.

5. Let the child gain the attention of the class in such a way that it has a positive effect
on the class. The student could conduct mini-lessons, lead study groups, assist
students, or make other contributions that will benefit the entire class.

6. Ask for the assistance of a counselor to investigate various possible reasons for the
child's need to be the "class clown."

Return to Top

DEMANDING STUDENTS
How do you cope with a child who demands your constant attention?

1. Give this child a special job to show that you care about and have confidence in
him/her.
2. Make this child the captain or leader whenever possible.

3. Play games that nourish self-confidence. For example, try the Circle Game: Have
children sit in a circle and take turns naming someone in the circle who has done
something to help or to make him/her feel good.

4. Use personal evaluation sheets. These can be as simple or as complex as you

desire. In this way, you can help children express feelings and recognize their own
strengths/weaknesses in a non-threatening atmosphere.

5. Provide a wide variety of classroom experiences. Familiarity breeds self-confidence!

6. Implement a buddy system for this child.

7. Check into the home environment. See what is motivating this dependency.

8. Frequently assign this child simple, easy tasks that allow for success.

9. Provide self-correcting tasks so that the child may see his/her own errors first hand.

10. Videotape your class in action and let the student (as well as the other students)
actually see how he/she interacts in class.

Return to Top

FAILURE TO ASK FOR HELP

What can you do about a student who fails to ask for help with matters he/she does not
fully understand in the curriculum or in the classroom in general?

1. For various reasons, the student may not feel comfortable or confident about asking
questions in certain classroom settings. Have an individual conference with the student
to discuss the problem. Work together to develop possible solutions.

2. If the student does not feel comfortable asking questions in the classroom setting,
have him/her write the questions on a piece of paper or a 3x5card. Then, when time
permits, meet with the child individually to review the questions, or provide general
answers to the class if you think others may have the same questions.

3. Designate other students in the classroom as resource persons, who can meet with
the student and offer assistance. The student may be more apt to ask for help from a
peer than from the teacher.

4. Consider having the child evaluated by the Child Study Team for a possible learning
disability or a health problem (poor hearing, poor vision, etc.).

5. Check to see whether the student exhibits this behavior in other classrooms. If he/she
does not, you may want to focus on the way you relate to this student.

6. If available and practical, utilize the services of a counselor to assist the child in
overcoming his/her reluctance to express him/herself in class.

7. Create a chart listing all students, and give recognition to those who ask questions in
class. Emphasize that asking a question indicates intelligence, not stupidity.

Return to Top

HYPERACTIVITY - SHIFT IN ATTENTION

What can be done for students who frequently shift their attention and/or interests in
class?

1. Assign the student some type of classroom responsibility that he/she looks forward to
doing(e.g., collecting completed work, delivering messages, etc.).

2. Carefully arrange the student's work area to minimize classroom distractions (e.g.,
study carrels, room partitions, etc.).

3. Plan individual and/or group lessons that foster the development of analytical abilities
in your students (e.g., a step-by-step approach to solving everyday problems).

4. Refer the student to a specialist and/or school nurse to check on visual and auditory
deficits.

5. Provide your students with firm but fair classroom rules. Make sure you consistently
adhere to the consequences of breaking rules.

6. Use social reinforcers frequently and as soon as possible (e.g., physical nearness or
contact, a smile or frown, etc.).

7. Prepare a variety of short lessons to maximize student attention and participation

(e.g., manipulation exercises of 15 to 20 minutes in duration).

8. Make suggestions to parents about the possible use of various nutritional diets (e.g.,
the Feingold diet).

9. Regularly incorporate "relaxation" techniques into the daily classroom routine. Use
them whenever the student is in need of them.
Return to Top

HYPERACTIVITY AND DISTRACTABILITY

How do you manage the "hyper" student and the student whose ability to screen out
irrelevant stimuli is limited?

1. Employ hands-on activities.

2. Eliminate as many environmental distractions as possible.

3. Establish a well-defined work area for the child. This will help to limit outside activities
that would detract from his/her concentration.

4. Use classroom aids such as headphones, tachistoscope, videos, etc. Provide for
controlled exposures.

5. Pace activities realistically.

6. Incorporate gross motor skills into activities whenever possible.

7. Use bilateral activities, using hands and eyes in the lesson.

8. Make an obstacle course and have the students move through it at varying paces.

9. Use a timer. When the timer stops, students may have a short break. Never use a
timer to speed up work, for it will cause tension and frustration rather than increase skill.

10. Use a "time-out" period to reward a hyperactive child who has spent time doing
correct activities.

Return to Top

LACK OF MOTIVATION - RESPONSE 1

What do you do with students who lack motivation, have a very negative attitude toward
school, and come to class unprepared?

1. Do everything possible to make sure the physical needs of the student have been
met. Has he/she eaten breakfast? Had enough rest? Can he/she see the board clearly,
hear clearly, etc.?
2. Make your classroom interesting and stimulating to the students. Make your lessons
inviting and challenging, so students are interested in finding out what comes next!

3. Show your students that you take an interest in them. Show that you like them and
that they belong in your classroom.

4. Make your lesson an experience that will allow the student to gain self-esteem
because he/she is successful.

5. Make goals that are challenging, but attainable.

6. Take advantage of the student's interests and formulate some lessons around them.

7. When developing practice worksheets, use the students' names and some things you
know about them to teach a concept (e.g., "Susan expressed her enjoyment regarding
her trip to Disney World “when identifying parts of speech).

8. Send home weekly reports to parents. Encourage parents to reward their children for
high motivation.

9. Use the concept of students' working together to encourage one another (e.g.,
cooperative learning groups).

10. Have students chart their own behavior for a week.

Return to Top

LACK OF MOTIVATION - RESPONSE 2

What methods can be used to motivate students and increase their interest in learning?

1. Use incentives in the classroom to reinforce motivation toward accomplishment (e.g.,

prizes, stars, or other rewards for completing assignments on time).

2. Get to know each child as an individual, to gain insight into his/her strengths and
interests.

3. Hold monthly conferences with students to discuss their work habits, motivation,
behavior, etc.

4. Have a real purpose in the school work you assign to your students. Make sure that it
relates to their needs.
5. Assist the student in setting realistic goals.

6. Don't always point out errors in a student's work, but show how the finished product
can be improved.

7. Provide editing time when you work one-on-one with students to perfect their creative
work.

8. Show enthusiasm when you teach. The teacher is the key to motivation in the
classroom.

9. Develop special projects for the child whose interests have not yet been tapped by
the school routine.

10. Give special recognition through "Student of the Month" or "Star for the Day"
designations.

Return to Top

LACK OF RESPECT
What do you do with students who show a lack of respect for adults, peers, their
belongings, and the property of others?

1. The teacher should practice the 3 R's: Respect, Responsibility, and Reciprocity.

2. Role-play situations where there is lack of respect. For example: Someone fails a test
and others make fun of that person. Follow with group analysis and discussion of the
situation and alternative actions.

3. Clearly state the reasons for respecting other people’s property. Publicly
acknowledge those who demonstrate respect for others' property, so their peers can
model their behavior.

4. Show videos dealing with respect and then discuss them. See Guidance Associates
materials. Obtain materials from your county audio library.

5. Don't make unrealistic requests, dictate rules without explanations, or give an

ultimatum that presents students with a boundary they might be tempted to cross
because they feel it is unreasonable.

6. Listen to each student. Never assume that you know what the student is going to say
to explain his/her actions.
7. Show that even though, as the teacher, you are in charge of the class, you respect
the student and expect respect in return.

8. Never make idle, sarcastic threats (e.g., "How many times have I told you to sit
down? I am going to have to take away your recess time for the semester unless you
behave.")

Return to Top

NEGATIVE RESPONSE TO REQUESTS

ANDRULES
What can you do when you are confronted with students who are negative about
rational requests and/or rules?

1. Try to use these guidelines when establishing classroom rules:

a) Involve your class in making up the rules.
b) State the rules positively.
c) Keep rules brief and to the point.
d) Review rules periodically with the class.

2. Arrange private conferences with students to discuss the problem in depth.

3. Ask the student(s) to write down the disturbing behavior in a class logbook. Have
them write some appropriate alternative ways of responding to negativity, for future
reference.

4. Give students choices, in order to minimize negative reactions (e.g., "Would you
rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now
and finish it when you come back?").

5. Try to have frequent, positive interaction in the class (e.g., praise, group projects,
discussions, etc.).

6. Make sure students clearly understand what is expected from them. (In some cases,
it's the student's confusion that causes oppositional behavior.)

7. Handle difficult students individually outside the classroom, so that there is less
chance that others will get involved.

8. Contact the parents, the principal, and/or the counsellor to discuss the student's
inappropriate behavior.
 An Effective Classroom Management Context
(these four things are fundamental)

1. Know what you want and what you don't want.

2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.

CLASSROOM ARRANGEMENT
While good classroom arrangement is not a guarantee of good behavior, poor planning in this area
can create conditions that lead to problems.
The teacher must be able to observe all students at all times and to monitor work and behavior. The
teacher should also be able to see the door from his or her desk.
Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible.
Students should be able to see the teacher and presentation area without undue turning or movement.
Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student
reference materials should be readily available.
Some degree of decoration will help add to the attractiveness of the room.

SETTING EXPECTATIONS FOR BEHAVIOR

*Teachers should identify expectations for student behavior and communicate those expectations to
students periodically.

* Rules and procedures are the most common explicit expectations. A small number of general rules
that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom.
Compliance with the rules should be monitored constantly.

* Do not develop classroom rules you are unwilling to enforce.

* School-Wide Regulations...particularly safety procedures...should be explained carefully.

* Because desirable student behavior may vary depending on the activity, explicit expectations for the
following procedures are helpful in creating a smoothly functioning classroom:

- Beginning and ending the period, including attendance procedures and what students may or may not
do during these times.
- Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special
equipment.
- Teacher-Led Instruction
- Seatwork
- How students are to answer questions - for example, no student answer will be recognized unless he
raises his hand and is called upon to answer by the teacher.
- Independent group work such as laboratory activities or smaller group projects.
Remember, good discipline is much more likely to occur if the classroom setting and activities are
structured or arranged to enhance cooperative behavior.

MANAGING STUDENT ACADEMIC WORK

* Effective teacher-led instruction is free of:

- Ambiguous and vague terms

- Unclear sequencing
- Interruptions

* Students must be held accountable for their work.

* The focus is on academic tasks and learning as the central purpose of student effort, rather than on
good behavior for its own sake.

MANAGING INAPPROPRIATE BEHAVIOR

* Address instruction and assignments to challenge academic achievement while continuing to assure
individual student success.

* Most inappropriate behavior in classrooms that is not seriously disruptive and can be managed by
relatively simple procedures that prevent escalation.

* Effective classroom managers practice skills that minimize misbehavior.

* Monitor students carefully and frequently so that misbehavior is detected early before it involves many
students or becomes a serious disruption.

* Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call excessive
attention to the student by practicing the following unobstructive strategies:

- Moving close to the offending student or students, making eye contact and giving a nonverbal signal
to stop the offensive behavior.

- Calling a student's name or giving a short verbal instruction to stop behavior.

- Redirecting the student to appropriate behavior by stating what the student should be doing; citing the
applicable procedure or rule.

Example: "Please, look at the overhead projector and read the first line with me, I need to see
everyone's eyes looking here."

- More serious, disruptive behaviors such as fighting, continuous interruption of lessons, possession of
drugs and stealing require direct action according to school board rule.

Assertive Discipline has been used by many schools, and is an effective way to manage behavior. Find
out more by clicking here.

PROMOTING APPROPRIATE USE OF CONSEQUENCES

* In classrooms, the most prevalent positive consequences are intrinsic student satisfaction resulting
from success, accomplishment, good grades, social approval and recognition.
* Students must be aware of the connection between tasks and grades.
* Frequent use of punishment is associated with poor classroom management and generally should be
avoided.
* When used, negative consequences or punishment should be related logically to the misbehavior.
* Milder punishments are often as effective as more intense forms and do not arouse as much negative
emotion.
* Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage
in more desirable alternative behaviors.
* Consistency in the application of consequences is the key factor in classroom management.

SOME ESOL PRINCIPLES

(A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS):

* They are not stupid and they can hear what is being said.. They just don't necessarily understand the
language or culture, yet.
* They come from a variety of backgrounds, even in the same country. For example schooled,
unschooled, Americanized, etc.
* It is easy to misunderstand body language and certain behaviors. For example, eye contact, spitting,
chalk eating, etc.
* Don't assume they understand something just because it seems simple to you. Simplify, boil down.
* Even when they have lost their accent, they often misunderstand common words and phrases.
* Correct repeated patterns or mistakes.
* Good E.S.O.L. strategies are good teaching strategies.