A student misbehaves e.g. talks or hits someone.


The teacher does not notice, or fails to react


Other students respond


e.g. talk back, or hit back


In your direct control


Misbehaviour in the class increases


behaviour in its tracks. Sitting on, or at, a student’s desk and looking at them stops almost any disruption!


3. Use names If you can’t get eye contact, use their name: ‘Paul?’. When he turns round, sustain eye contact for a while. If he knows what he’s doing is wrong, an explanation is unnecessary, even if he says ‘what?’ in that innocent tone. It really helps to know names for this strategy.


4. Stop instruction immediately to prevent talking This works best when used in the first few meetings with a new class. Suppose you’re talking and a student starts talking. You could use their name, as above. But you could wait for complete silence before starting teacher talk. The moment a student starts talking, stop talking and look at them. This is pretty startling and they usually stop right away. Wait for complete silence again, then continue from the start of the sentence where you were interrupted. Do this for a few lessons and students usually tire of trying to talk when you are.


5. Use non-verbal reminders and commands Once you have attention and eye contact with an offending student you can: • Stand to attention with your hands on your hips to signal displeasure;


• Put your finger to your lips to ask for quiet; • Shake your head slowly to signal disapproval; •Wave your hand in a hello-like gesture but with a frown to signal ‘stop it’;


• Point while clicking your fingers or with a stage cough to signal ‘stop it’;


• Point with a straight arm and a stare to show greater displeasure.


REFERENCES


• Kounin, J. (1970). Discipline and Group Management in Classrooms. New York: Holt, Reinhart and Winston. • Marzano, R. et al. (2003). Classroom Management that Works. Alexandria: ASCD www.ascd.org • Petty, G. (2018). Teaching Today, 5th Edition. Oxford: Oxford University Press.


inTUITION ISSUE 39 • SPRING 2020 35


The class notices this behaviour is not dealt with. So they realise they could get away with it too.


Try combinations of the above! My favourite is the straight-armed point and the slowly shaking head. If all this seems strange behaviour, arrange a visit to the class of someone good at classroom management. Remember, the aim is to stop misbehaviour almost before it has started, so long-distance communication like this is vital, otherwise you end up running round the classroom.


6. Avoidance Avoid the activities that can potentially lead to disruptions in your classes. For example, students collecting materials from the back of the room; a transition from group discussion to teacher talk (students tend to continue talking). The former may be avoided by arranging to have the materials given out or if you let only one student per group collect them etc. It may not be possible to avoid the transition from group discussion to teacher talk. But you could try: “You have half a minute to finish your conversations, then I want complete quiet.”


7. Reminders and warnings Before a potentially disruptive activity, remind students of the relevant rules. “Remember, while I’m explaining, listen, no talking, and hands up for questions.” Setting goals reminds students of what is expected.


8. Walk around Walk round the whole classroom, using plenty of eye contact, and verbal interaction. Keep to the edges rather than the middle of the room, as explained before.


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