Describe what procedure you want them to use to get your attention, and explain why they should not callout in class. If students' calling out is a major problem, hold a class meeting and ask the children to make recommendations for solving this problem. Arrange private conferences with students to discuss the problem in depth. Ask the student(s) to write down the disturbing behavior in a class logbook. Try to have frequent, positive interaction in the class (e.g., praise, group projects, discussions, etc.). Make sure students clearly understand what is expected from them. Try an at-home reward system for good days (days in which calling outdid not occur). Return to Top What can you do about children constantly calling out in class, even when they are supposed to be working quietly at their seats? Be sure that the students know what you expect of them concerning this problem.Tables are spaced far apart to minimize horseplay between groups, but close enough together to create a community-like classroom environment.
Different lesson plans demand different seating arrangements to shift student attention or to encourage or discourage peer interactions.
During lessons in which student interaction should be discouraged, chairs can be shifted to face fully forward toward the teacher's desk.
When lessons involve cooperative learning, students can arrange the tables into small groups or the tables can also be arranged in a large circle with the teacher or a student leader sitting at the head or ev...
Having a strategic plan based on the type of behavior is key. This may be a learning experience for the entire class! Explain to the student that the solution to his/her problem is his/her responsibility as well as yours. Return to Top What can be done for students who frequently shift their attention and/or interests in class? Assign the student some type of classroom responsibility that he/she looks forward to doing(e.g., collecting completed work, delivering messages, etc.). Carefully arrange the student's work area to minimize classroom distractions (e.g., study carrels, room partitions, etc.). 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). Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. Provide your students with firm but fair classroom rules.
Managing disruptive behavior is critical to creating an effective learning environment for your students. Allow your emotions to cool before approaching the student. 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 . Try to find the curriculum areas in which the student is interested. These can be as simple or as complex as you desire. Make sure you consistently adhere to the consequences of breaking rules. Use social reinforcers frequently and as soon as possible (e.g., physical nearness or contact, a smile or frown, etc.). Prepare a variety of short lessons to maximize student attention and participation (e.g., manipulation exercises of 15 to 20 minutes in duration). Make suggestions to parents about the possible use of various nutritional diets (e.g., the Feingold diet). Regularly incorporate "relaxation" techniques into the daily classroom routine. Return to Top How do you manage the "hyper" student and the student whose ability to screen out irrelevant stimuli is limited?
Learn how to improve behavior in your classroom today with these 16 management techniques and strategies. Give him/her some independent work in these areas and observe any change in behavior. Let the child gain the attention of the class in such a way that it has a positive effect on the class. 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. In this way, you can help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmosphere.
You take on the role of the class clown and exhibit the same behaviors that he/she does in class. Emphasize that asking a question indicates intelligence, not stupidity. Eliminate as many environmental distractions as possible.
Give the child an opportunity to speak his/her piece. Give him/her the role of the teacher who is trying to teach a lesson. If he/she does not, you may want to focus on the way you relate to this student. 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. Create a chart listing all students, and give recognition to those who ask questions in class. This will help to limit outside activities that would detract from his/her concentration. Use classroom aids such as headphones, tachistoscope, videos, etc. Show that you like them and that they belong in your classroom. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful.
The non-linear arrangement of the tables also allows the teacher to move freely about the room to offer students individualized attention or supervise their activities.
Students are also less likely to feel trapped into confining seating arrangements and are offered a large space with which to work.