3 answers
4
Asked 147 views

Redirecting a classroom?

For any teachers or classroom aids I am curious what you find to be the best way to redirect students after becoming distracted, what kind of strategies do you use and are they different depending on how many students get distracted?

spring26 education teaching elementary-education being-an-elementary-teacher
Answer This
4

3 answers

0
Updated
Share a link to this answer
Share a link to this answer

Tamina’s Answer

One of the biggest things I've learned from working in the schools for many years as a Certified Occupational Therapy Assistant is that redirection works best when it's calm, respectful, and proactive. If it's just one student who's distracted, I try to use subtle strategies first, like moving closer to the student, making eye contact, giving a quiet reminder, or redirecting them with a simple question or cue so they can get back on task without drawing attention to them. If several students are becoming distracted, it's usually a sign that the whole class needs a reset. That might mean incorporating a quick movement break, using a consistent attention signal, changing the pace of the lesson, or re-engaging students with a hands-on activity. I also think it's important to remember that behavior is communication, so I try to consider why students are disengaged rather than focusing only on the behavior itself. Building strong relationships, establishing predictable routines, teaching self-regulation and coping skills, and creating a positive classroom community go a long way in preventing many behaviors before they happen. Consistency and connection are often the most effective classroom management strategies.
0
0
Updated
Share a link to this answer
Share a link to this answer

Jerry’s Answer

Sonjanita's answer is worth studying.

And, in many ways, it does depend upon the grade level.

I spent a good deal of time in college classrooms and then with middle school students.

At college level it was easy. They had constant notes to take, papers to write and exams to take. I kept them so busy and on top of them, they didn't have time to be distracted. At least for the most part.

Middle school? Fairly much the same, lectures and note taking, homework, exams. All essays. No multiple choice. They couldn't watch a ten minute video without having to write an essay. I also paced and was in constant motion in other ways. Jotting things on the board (my handwriting is terrible). They had to concentrate. And if that was not enough, as there are always a few who are disruptive regardless, then other students would go after them. In other words, this was "our class", we were part of a unit and disruptive people simply concerned everyone and I let them take care of such situations. It is therefore very important, in my opinion, when beginning a new class to stress that everyone is in this together, the class is a separate group, and they have to take care of the situations as they arise. If the instructor can get that going and moving forward within the first two weeks, you're on your way. If one cannot do it within that time frame, again, in my opinion, it will never happen.
0
0
Updated
Share a link to this answer
Share a link to this answer

Sonjanita L.’s Answer

This is a great question and the methods you use will vary class to class or year to year. The age of your students will have a big impact on your classroom management techniques. With older students, I would create with them a classroom contract at the beginning that focused on their rights and responsibilities as members of our classroom community. For example, you have the right to be heard and share your ideas, but you have the responsibility to listen when others are speaking and give feedback. This was then made into posters or placards that were taped to each groups’s table. When students were off-track I’d use the contract as a redirection tool.

For younger kids, you can utilize call & response strategies:
1) “123 all eyes on me” and they respond “123 all eyes on you”.
2) “When you’re done or ready for the next step, raise your hand/fold your hands/put your hands on your head…”

No matter the age you always want to let students know in advance what academic and learning behaviors you’re looking for - “Okay, in a moment you’re going to be working in groups. While I’m walking around, I’ll not only be checking for completion and understanding, but also lookinf for evidence of collaboration, leadership, self-management…”

Sonjanita L. recommends the following next steps:

Use Proximity: Standing or walking near the student or group of students that are disruptive can be effective
Use their Names: Calling students by name is often enough to redirect them in the moment of disruption
Incentive Chart: Come up with a system of tracking social-emotional skills- sticker charts, ClassDojo, class dollars, etc
Acknowledge Good Behavior: Often we focus on those who aren’t on pace/task, but coming up with regular celebrations of those doing well goes a long way to sway behavior
Regular 1:1 Check-Ins: Use your roster to create a system where every student gets a 1:1 check in at least once per month during class time (even if it’s just 2 minutes).
0