4 answers
Kittrina
Student
Barnegat Township, New Jersey
1
Question
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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?
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4 answers
Kate Oulton
Senior Learning Process Specialist
6
Answers
Cleveland, Ohio
Updated
Kate’s Answer
I was a teacher for about 10 years in public schools, and I've taught preschool, K-12, and adults. Before becoming a teacher, I worked in children's mental and behavioral health. A couple tips that I feel apply to any level:
1) Respect and trust earn respect and trust, generally speaking. Regardless of their behavior, treat them like humans, remind them that this is OUR classroom, and WE are a group of people who are learning together. Their choices dictate how things go for them. Thank them when they help, ask questions to understand the root of misbehavior, and ensure that disrespect is met with a learning experience, not more disrespect. Show them that you trust them in small incremental ways, then let them rise to meet those expectations.
2) Be proactive about managing your students and classroom. They want to know what they can get away with, how far they can push you, and what will happen if they do something they're not supposed to. Set clear expectations and provide logical consequences that are consistently enforced.
3) Create autonomy and ownership to drive engagement. Students who are invested in what they're working on are going to be more engaged. More engagement =less disruption. Offer choice and variety to support the diversity of learners you have. Maybe they choose the subject of their report, or they choose the group they work with, or they choose the modality by which they demonstrate their learning.
Others have offered some standard behavioral cues/routines teachers often do. I can share a couple of interventions that worked for me.
1) With older kids who are being disruptive: Consider the fragile adolescent ego and try a private conversation either with one kid at a time or with the group of disruptors. Bring it back to choice- "We are all here in class to learn. If you don't want to learn, that's your choice and the consequences will be yours as well, but you may not make the choice for others to not learn just because you don't feel like it"
2) With younger kids who are being disruptive: Ask a question that reminds them what will happen if they cannot demonstrate appropriate behaviors. "Do you need to sit by yourself for a while? No? ok, Show me."
3) With consequences make it clear that it's about doing the right thing: I had one kid break another kid's project on accident during some rowdyness. I moved everyone away from the broken project and lined them up. "I'm sure this was an accident and that the person who did it feels badly. I don't want to embarass that person or have anyone tell on them, but we need to make it right. Whoever it is is not in trouble, but I trust them to do the right thing. I'm not mad but we have to take some steps to fix this. I would like whoever it was to privately let me know. That person will need to write a letter to the person whose wproject broke, and they will need to come in for one recess to help the person fix it because that's the right thing to do"
1) Respect and trust earn respect and trust, generally speaking. Regardless of their behavior, treat them like humans, remind them that this is OUR classroom, and WE are a group of people who are learning together. Their choices dictate how things go for them. Thank them when they help, ask questions to understand the root of misbehavior, and ensure that disrespect is met with a learning experience, not more disrespect. Show them that you trust them in small incremental ways, then let them rise to meet those expectations.
2) Be proactive about managing your students and classroom. They want to know what they can get away with, how far they can push you, and what will happen if they do something they're not supposed to. Set clear expectations and provide logical consequences that are consistently enforced.
3) Create autonomy and ownership to drive engagement. Students who are invested in what they're working on are going to be more engaged. More engagement =less disruption. Offer choice and variety to support the diversity of learners you have. Maybe they choose the subject of their report, or they choose the group they work with, or they choose the modality by which they demonstrate their learning.
Others have offered some standard behavioral cues/routines teachers often do. I can share a couple of interventions that worked for me.
1) With older kids who are being disruptive: Consider the fragile adolescent ego and try a private conversation either with one kid at a time or with the group of disruptors. Bring it back to choice- "We are all here in class to learn. If you don't want to learn, that's your choice and the consequences will be yours as well, but you may not make the choice for others to not learn just because you don't feel like it"
2) With younger kids who are being disruptive: Ask a question that reminds them what will happen if they cannot demonstrate appropriate behaviors. "Do you need to sit by yourself for a while? No? ok, Show me."
3) With consequences make it clear that it's about doing the right thing: I had one kid break another kid's project on accident during some rowdyness. I moved everyone away from the broken project and lined them up. "I'm sure this was an accident and that the person who did it feels badly. I don't want to embarass that person or have anyone tell on them, but we need to make it right. Whoever it is is not in trouble, but I trust them to do the right thing. I'm not mad but we have to take some steps to fix this. I would like whoever it was to privately let me know. That person will need to write a letter to the person whose wproject broke, and they will need to come in for one recess to help the person fix it because that's the right thing to do"
Tamina Crook
pediatric occupational therapy assistant; student
60
Answers
Greensboro, North Carolina
Updated
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.
Sonjanita L. Moore
Adjunct Professor
19
Answers
Chicago, Illinois
Updated
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…”
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).
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:
Jerry Tingstad
Professor/middle school teacher/48 years
195
Answers
New York, New York
Updated
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.
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.