Dr Bill Rogers - Students who just say "NO"
Summary
TLDRIn this educational scenario, a teacher faces the challenge of a student refusing to comply with classroom rules. The transcript details an incident where a student, Harmony, initially resists putting away her phone during a lesson. The teacher, using a combination of clear communication, patience, and adherence to school policy, navigates the situation. The teacher emphasizes the importance of addressing primary behaviors over secondary reactions and offers the student a choice to comply with the rules. If the student continues to refuse, the teacher makes the consequences clear, choosing to follow up after class rather than escalating the situation. The narrative highlights the teacher's strategy of ignoring secondary behaviors and focusing on resolving the primary issue, which is a common approach in managing challenging student interactions.
Takeaways
- 📚 When a student refuses to follow instructions, it's crucial for a teacher to address the primary behavior rather than secondary reactions like sighing or eye-rolling.
- 👉 In a classroom management situation, providing a student with a directed choice can be an effective strategy, such as offering to put a mobile phone away or leave it on a teacher's table until break time.
- 📱 It's important for teachers to be consistent with school rules, such as mobile phone policies, and not to be swayed by a student's claim that 'other teachers allow it'.
- 🕒 Teachers should give students 'take-up time' to consider their choices and actions, which can lead to the student complying with the request.
- 🤔 Ignoring secondary behaviors like flouncing or huffing and puffing is a tactical approach to maintain control and focus on the primary issue at hand.
- 👀 A confident teacher learns to discriminate between what is primary and secondary in an exchange, especially during a conflict with a student.
- 🔄 If a student still refuses to comply after being given time and clear consequences, it's important to follow up and enforce the rules at an appropriate time.
- 🚫 Teachers should avoid immediate confrontations and instead leave students with the consequences of their choices, unless it's a safety issue that requires immediate action.
- 👶 The approach of leaving students with the consequences of their choices is more suitable for older students rather than younger ones, like 5-year-olds.
- 🏫 The transcript highlights the importance of maintaining respect and confidence in the classroom, even when dealing with challenging students.
Q & A
What is a common challenge teachers face when a student refuses to follow instructions?
-A common challenge is when a student says 'no' or refuses to move or comply with a teacher's request, as illustrated by the situation with Harmony in the transcript.
What was the situation described in the transcript involving a student named Harmony?
-Harmony was talking loudly on her phone during a group activity, and when asked to put the phone away, she initially refused and claimed it was a job placement call.
How did the teacher initially handle Harmony's refusal to put her phone away?
-The teacher gave Harmony a brief statement about the school's rule regarding mobile phones and allowed her some time to respond, rather than immediately insisting on compliance.
What does the transcript suggest about the importance of addressing primary behavior over secondary reactions?
-The transcript suggests that teachers should focus on the primary behavior that is causing the issue, such as using a phone in class, rather than getting distracted by secondary reactions like eye-rolling or sighing.
What is the concept of 'tactically ignoring' as mentioned in the transcript?
-Tactically ignoring refers to the strategy of not responding to secondary behaviors like flouncing or being overly dramatic, in order to maintain focus on the primary issue at hand.
Why did Harmony claim that the teacher Lindsay didn't care about the phone rule?
-Harmony claimed that Lindsay didn't care about the rule as a way to challenge the authority of the teacher who was trying to enforce it, which is a common tactic used by some students.
What is a 'directed choice' as used in the context of the transcript?
-A 'directed choice' is a clear option given to a student to resolve a situation, such as putting a phone in a bag or leaving it on a teacher's table until break time.
How does the transcript describe the importance of following up with consequences for student behavior?
-The transcript emphasizes that if a student continues to refuse to comply, the teacher should make the consequence clear and follow up on it, reinforcing the importance of rules and expectations.
What is the significance of 'take-up time' mentioned in the transcript?
-Take-up time refers to the period a teacher gives a student to process the situation and make a decision, which can be an effective strategy in managing classroom behavior.
How does the transcript differentiate between handling behavior in younger versus older students?
-The transcript suggests that while immediate consequences might be appropriate for younger students, older students, such as those in upper primary and secondary levels, can be given deferred consequences to teach them about the outcomes of their choices.
What does the transcript imply about the importance of consistency among teachers in enforcing rules?
-The transcript implies that consistency among teachers in enforcing rules is crucial, as students may use leniency from one teacher as leverage against another.
Outlines
🤔 Classroom Management: Addressing Disruptive Behavior
The paragraph discusses a challenging situation in teaching where a student named Harmony refuses to follow the teacher's instructions to stop using her mobile phone during class. The teacher attempts to address the behavior by reminding Harmony of the school's policy on mobile phones, but she resists, claiming it's a job placement call. The teacher gives her time to comply but also prepares to enforce the consequence if she does not. The narrative highlights the importance of focusing on the primary behavior issue rather than secondary reactions like sighing or eye-rolling. It also emphasizes the strategy of providing a directed choice and following up with consequences if the student does not comply, which is a common approach in managing classroom behavior.
🛠 Implementing Deferred Consequences for Classroom Management
This paragraph continues the discussion on managing classroom behavior by introducing the concept of deferred consequences. It explains that while immediate consequences are used for safety issues, most classroom consequences are deferred, meaning they are given after the fact within a directed choice framework. The paragraph suggests that most students will eventually comply with the rules, but if they do not, the teacher should follow up with the consequences in the student's own time, such as after the lesson. This approach is designed to give students the opportunity to reflect on their choices and understand the implications of their actions.
Mindmap
Keywords
💡Panic moment
💡Micro teaching
💡Behavior management
💡Directed choice
💡Take-up time
💡Deferred consequence
💡Non-uniform school
💡Socially insecure adolescents
💡Tactically ignore
💡Consequence
Highlights
Handling a child's refusal to move during teaching
Micro teaching scenario with a year 11 class in Australia
Student's refusal to join the group due to being on a phone call
Addressing primary behavior over secondary reactions in challenging situations
The importance of ignoring secondary behaviors like sighing and eye rolling
Providing a directed choice to a student as a method of discipline
Dealing with a student's claim that another teacher doesn't enforce rules
Tactically ignoring flouncy adolescent behavior
Making consequences clear for not following classroom rules
Using deferred consequences to manage student behavior
The difference in approach between younger and older students
Immediate consequences for safety issues versus deferred consequences
Disciplining students by leaving them with the consequences of their choices
The role of a confidently respectful teacher in managing classroom conflict
Strategies for handling students who refuse to comply with instructions
The impact of a teacher's approach on student behavior and compliance
Transcripts
another panic moment in teaching can be
if you ask a child to move and they just
say no what would you recommend a
teacher do or any situation where a
child says no I mean I was talking to a
a girl in a year um 11 class back in
Australia she I was working with the
group doing some micro teaching she
dragged her chair away quickly I thought
might have been something I'd said but
she turned around and started talking
loudly to another table and I called her
back to join the group I said Harmony
you know come on just to call her back
and she said I'm on the
phone and I didn't see her white iPhone
because it was tucked up behind her hair
she had kind of very bleach blonde hair
and and then she continued to talk on
the phone and I simply said Harmony come
on we got a schore roll for mobile
phones a brief statement we got a score
R for mobile
phones and she said it's a job placement
call so she was quite bushy in the way
that she was responding to me so I left
her alone for a little while carried on
talking to the group I was micro
teaching with and several of them rais
her eyes as if to say don't worry Bill
we got to put up with Harmony first name
school by the way non-uniform first name
school year 11 class and
um after about 2 minutes she she turned
around her chair and looked at me and
she said yes as if to say okay I'll talk
to you now and in in those transactions
we have frequently with ch more
challenging
kids the task the challenge is to
address the behavior that's Primary in
the exchange rather than secondary like
the sighing the eyes to the ceiling the
pouting the 7030 eye contact and I said
I repeated what I'd said before Harmony
we got a score R not me but we've got a
score rle for mobile
phones and I was about to say off and in
your bag and give her a directed choice
you know in your bag or if you like
leave it on your teacher table till
break time I was about to give her a
directed Choice CU I'd never take it off
her she's 17 for crying out that um I
was about to give her the director
choice and she said Lindsay doesn't care
pointing to the teacher I was mentoring
a young newly qualified teacher he said
Lindsay doesn't care and I frequently
get this that other teachers allow them
to chew gum wear hats dance on the
tables or whatever the other teachers
allow them to do and she said Lindsay
doesn't care I said I'll check that with
lindsy the sco rolls clear not I don't
care what Lindsay does I'll check that
with Lindsay the score rolls clear often
in your bag or if you like leave it on
Lindsay's table till break time and at
that point I turned aside to give her
some take up time you know I took my
eyes offer and carried on talking to the
group and then she said loudly she said
put put it away then if it makes you
happy and when she said all of that
stuff you know just a couple of meters
away from me that's what we tactically
ignore and she huffed and puffed she put
the phone away and dragged a chair back
and started to sit down like that and
all that all that flouncy behavior which
is quite common in some adolescents who
are more insecure in Social settings
that kind of behavior we tactically
ignore and if you watch a respectfully
confident
teacher they learn to discriminate in
the immediate emotional moment when
there's conflict between what is primary
in the exchange and what is secondary in
the exchange and it's often things like
I the way eyes are used and you know the
sighing the rolling of the eyes and the
you know the the non-directional eye
contact and so on if if after giving her
takeup time she still refuses to put it
away and I've had lots of kids refuse to
put mobile phones
toys obj away you know that they're
mucking around with we need to make the
consequence clear so if I have to take
up time she's still faffing around with
the phone or the iPod or whatever she's
playing with now vanish or or whatever
we say I I go back and make the
consequence clear if you choose not to
put it away if you choose not to put the
phone away now in your bag of and in
your bag I will have to follow this up
in your own time at the end of the
lesson now some kids at that point okay
put it away then gee big deal and again
you leave them to sulk their way through
the putting the phone away but if they
don't put it away and some kids won't
I'll say no put it away I'm not moving
or whatever the direction
is I'll say well I'll have to follow
this up in your own time and as I walk
away I get kids saying don't care
instead of saying you bloody well will
care instead of fighting that we leave
them with the consequences of their
choice I wouldn't do this with
5-year-old but upper primary and
secondary we leave them with the
consequences of that deferred
consequence unless it's a safety issue
then the consequence will be immediate
and may occasion some kind of time out
but most the most common consequences we
use are a third but they're given within
the framework of a directed choice now
most kids will come on board suly but
they'll come on
board
than
5.0 / 5 (0 votes)