Sei sulla pagina 1di 2

Case Study 6

References

Mr. Basil is trying to teach his


class about triangles. While he
is explaining, several students
begin talking to each other. Mr.
Basil tries to ignore this and
goes on with the presentation,
but a moment later even more
students have begun to talk.

Roscoe, K., (2012). An


Introduction to Curriculum &
Instruction. Victoria, Canada.
Metropolitan Publisher.

Mr. Basil says, Would


everyone please be quiet and
listen. Youre going to do some
exercises and if you dont
listen, you wont know what to
do.

Woolfolk, A., Winne, P., & Perry,


N. (2013). Educational
Psychology (6th ed.). Toronto,
Ontario: Pearson Canada

The class becomes quiet and


Mr. Basil continues his
explanation. Within two
minutes, the noise level begins
to rise again and Mr. Basil
again reminds everyone to be
quiet.

Strategies &
Techniques to
Help Mr. Basil
Combat a
Chatty
Classroom

Woolfolk, A., Winne, P., & Perry,


N. (2010). Educational
Psychology (5th ed.). Toronto,
Ontario: Pearson Canada

Images sourced from Google


Images

By: Alexandra
Hunter,
DeAndra
Sullivan, Carley
Webb, and Tara
Zahn

Mr. Basil is struggling to gain and maintain control of his classroom during direct instruction. This is not only frustrating for Mr. Basil, but is also affecting student
learning and the amount of instruction that can be accomplished during allotted class time.
A possible cause for the students ongoing chatting while Mr. Basil is instructing results from a lack of classroom management and motivation. The students are not
deliberately trying to disrespect and undermine Mr. Basils authority, however it seems that there are few rules, consequences, routines, and procedures within the
classroom that direct student behavior. In addition, the students are also disengaged from the lesson, as evident by their frequency of chatting, which implies that Mr.
Basils lessons may not be engaging, interesting, or allows the students to be actively engaged in their learning.
The lack of classroom management is interfering with Mr. Basils authority to establish a safe and caring learning environment that fosters and maintains respectful and
responsible learning behaviors (Roscoe 2012). Research suggests that nearly 95% of effective classroom management is preventative measures such as building positive
relationships, demonstrating leadership, effective instruction, effective classroom organization, clear rules, effective procedures, monitoring behaviors, and school-wide
policies (Roscoe 2012).
However, in Mr. Basils case it can be assumed that he did not have clear rules, procedures, and consequences for student behaviors, and was not monitoring behaviors
continually and consistently.
Below are strategies appropriate for a grade six classroom that Mr. Basil could implement in his classroom:
Classroom Management Strategies & Techniques:
1. At the beginning of the school year create rules (preventative) and consequences (reactive) for the classroom. Consequences need to be established for following and
breaking the rules. By creating consequences and following them, Mr. Basil is also creating extrinsic reward which functions as a great tool for implementing classroom
rules. Rather than punishing the students, use problem-solving strategies instead that allow the student(s) to repair, redo, or in some way face the consequence that
naturally flow from their actions (Woolfolk et al 2010).
2. Redirect the students through questioning strategies rather than stopping instruction to deal with classroom chatter, Mr. Basil should redirect the students attention by
asking questions like, Can anyone paraphrase what I just said? By doing so, Mr. Basil will get students back on track focusing on the lesson material and can also
gauge whether the students were talking because of a misunderstanding versus being distracting.
*It is very important when asking a question you give the appropriate wait-time, and ask the question before calling upon a student.
3. Utilize non-verbal cues and move closer to the students who are talking and becoming a distraction to the entire class.
4. Remove distractions. Mr. Basil should make adjustments to his seating plan, during this he needs to ensure he can see his students and they can see him during all
instructional presentations, work areas are private and quiet, and there are choices and flexibility for the students.
- Mr. Basil should move the students that are most likely to become distracted and chat to the action zone- the area where students are most likely to interact
with the teacher.
5. Begin the lesson with an engaging hook to keep students engaged and excited about the lesson.
6. Vary your instructional approach; do not rely on only using direct or whole-class instruction to keep students engaged.
Motivational Strategies & Techniques:
1. Do a survey of your students likes/hobbies and create engaging lessons around their personal interests to allow for heightened engagement.
2. Create an extrinsic award system that awards the class when they follow the rules and behave. For example, if the students are listening during instruction and
following the rules they get a tally and when they get 1p tallies they have 10 minutes of free time. *Be weary of relying on an award system; do not solely rely on
rewarding students for good behavior with external rewards because the students may begin to only work for external reward.
3. Give allotted time for small-group discussion to allow the students to talk their peers.
* These strategies and techniques could be implemented in all grades with some adjustments. In grades K-3 the teacher may be unable to create rules and consequences
with the student involvement. Desk orientation and classroom space varies greatly from grade to grade, therefore numerous consideration needs to be given to pods
versus rows, as well as which specific students should be in the action zones in elementary versus high school to ensure the best learning environment possible and to
ensure Mr. Basil can be an effective teacher.

Potrebbero piacerti anche