Consider Kagan’s model. For each of these disruptive behaviors, (a) identify the student’s probable position and (b) describe how the teacher might best help the student at the moment of disruption, during follow up, and with long-term solutions:

Question

a. excessive talking
b. failure to complete assigned work during class time
c. student making smart-aleck remarks

What will be an ideal response?

Answer 1

(a) Student may be overly energetic, wanting attention, trying to avoid work, bored, or simply uninformed about class expectations. Depending on the student position, the following tactics are useful: At-the-moment: proximity, hand signals, I-messages; smaller instructional pieces, partner work; interactive instruction; reteach the rule. Follow-up: conference, peer tutoring, Team Pair Solo; include energy-release activities. Long-term: focus on student’s interest, build self-concept and self-validation skills; peer tutoring, Team Pair Solo; encouragement.

(b) Student may be bored or doesn’t know what is expected. Depending on the student position, At the moment: restructure learning task, involve student; reteach. Follow-up: conference, assign helping role; partner with a work buddy. Long-term: provide rich and relevant curriculum; encourage and focus on student’s strengths.

(c) Student may be wanting attention, angry, or seeking control. Depending on the student position, At-the-moment: use I-messages; cool-down and think time, tabling the matter; Language of Choice. Follow-up: conferences. Long-term: focus on student’s interests, building self concept and self-validation skills; conflict resolution conferences; involve student in decision-making process.