7.2 Responding to student misbehavior  (Page 6/5)

So far we have focused on preventing behaviors that are inappropriate or annoying. The advice has all been pro-active or forward-looking: plan classroom space thoughtfully, create reasonable procedures and rules, pace lessons and activities appropriately, and communicate the importance of learning clearly. Although we consider these ideas important, it would be naïve to imply they are enough to prevent all behavior problems. For various reasons, students sometimes still do things that disrupt other students or interrupt the flow of activities. At such moments the challenge is not about long-term planning but about making appropriate, but prompt responses. Misbehaviors left alone can be contagious, a process educators sometimes call the ripple effect (Kounin, 1970). Chatting between two students, for example, can gradually spread to six students; rudeness by one can eventually become rudeness by several; and so on. Because of this tendency, delaying a response to inappropriate behavior can make the job of getting students back on track harder than responding to it as immediately as possible.

There are many ways to respond to inappropriate behaviors, of course, and they vary in how much they focus on the immediate behavior compared to longer-term features or patterns of a student’s behavior. There are so many ways to respond, in fact, that we can describe only a sample of the possibilities here. None are effective all of the time, though all do work at least some of the time. We start with a response that may not seem on the surface like a remedy at all—simply ignoring misbehaviors.

Ignoring misbehaviors

A lot of misbehaviors are not important or frequent enough to deserve any response at all. They are likely to disappear (or extinguish, in behaviorist terms) simply if left alone. If a student who is usually quiet during class happens to whisper to a neighbor once in awhile, it is probably less disruptive and just as effective to ignore the infraction than to respond to it. Some misbehaviors may not be worth a response even if they are frequent, as long as they do not seem to bother others. Suppose, for example, that a certain student has a habit of choosing quiet seat-work times to sharpen her pencil. She is continually out of her seat to go to the sharpener. Yet this behavior is not really noticed by others. Is it then really a problem, however unnecessary or ill-timed it may be? In both examples ignoring the behavior may be wise because there is little danger of the behavior disrupting other students or of becoming more frequent. Interrupting your activities—or the students’—might cause more disruption than simply ignoring the problem.

That said, there can still be problems in deciding whether a particular misbehavior is truly minor, infrequent, or unnoticed by others. Unlike in our example above, students may whisper to each other more than “rarely” but less than “often”: in that case, when do you decide that the whispering is in fact too frequent and needs a more active response from you? Or the student who sharpens her pencil, mentioned above, may not bother most others, but she may nonetheless bother a few. In that case how many bothered classmates are “too many”? Five, three, just one, or…? In these ambiguous cases, you may need more active ways of dealing with an inappropriate behavior, like the ones described in the next sections.