Disruptive interventions
Classroom discipline problems top the list of issues teachers are concerned about in their classrooms.
Even veteran teachers can be surprised by disruptive issues in their classrooms and feel unprepared to deal with them. The new vaping epidemic comes to mind.
Discipline disruptions can interfere significantly with teaching. One study (Cotton 1990) cited only half of instruction time is used for instruction while the other half is spent dealing with off-task behaviors.
Since teachers are the first line of defense to get classroom management under control, they need to have a toolkit of disciplinary interventions ready to address issues that come up regarding student behaviors.
Research strongly supports a balanced approach to discipline that uses a combination of punishment and reinforcement as the most effective method. Reinforcement is considered recognition of positive behavior while punishment is negative consequences for inappropriate behavior.
Teacher reactions to disruptions are critical to student success. Tangible recognition such as a symbol or token for appropriate behavior is helpful as are concrete consequences for misbehavior. Using positive peer pressure by offering a group reward if all complete or comply with requested behavior helps reinforce as does having a home contingency plan.
Rewards and consequences at home that reinforce what’s happening at school can help decrease classroom misconduct. Parents and teachers who find an effective way to work together with regular contact and a behavior modification plan have met with great success. This isn’t always the case though.
Students have a strong sense of fairness and will resist adhering to their teachers’ rules if they find them not to be equitable. Consistent consequences and student feedback are important to avoid future incidents.
Rules are in effect all the time such as listen without interrupting while others are talking while directions vary from activity to activity. During this quiet work period it’s all right to consult your elbow partner quietly if you’re stuck. If neither one can figure it out, raise your hand for help and the teacher will assist.
When students are off-task, but not disruptive their behavior just needs to be redirected and doesn’t usually merit consequences. Assertive teacher behaviors include conveying disapproval in a firm, unemotional tone while communicating expected behavior.
Letting students know the limits and consequences is also important. Letting students know they’re approaching the limit helps them self-monitor. Follow through when the limit is exceeded helps students know teachers mean business.
Refusal to stop talking during quiet work time in a three-strikes-you’re-out-type scenario can result in removal from their group to an isolated desk for a specified amount of time. Tallying of an identified misbehavior on a post-it note on the student desk can also help monitor frequency so he/she can be more aware and hopefully proactive about reducing it.
Eye contact with misbehaving students and movement toward them can be a subtle but powerful way to alert them to stop undesirable behavior. Finger to the lips, and a shake of the head can also signal the need to remember the rules.
When students forget to raise their hand before speaking, this slip in protocol might result in a verbal reminder. If there’s a no gum chewing policy, then a group decision that determines the limit of slipup that’s allowed before assigning lunch detention can result in more student buy-in.
Carolyn Evertson at Vanderbilt University developed the Classroom Organization and Management Program (COMP) which is a well-researched classroom management program. With its strong emphasis on rules and procedures, this program gets new teachers off to a good start.
A balanced approach of negative consequences for inappropriate behavior and positive consequences for positive behavior have been found to have the best results. Establishing limits and utilizing a record-keeping system helps track student behavior so more learning can take place more efficiently.
Kristi Mccracken, author of two children’s books and a longtime teacher in the South Valley, can be reached at educationallyspeaking@gmail.com.