PROBLEM BEHAVIOR 1: “You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers” (Hara).
Tier 1
Give succinct, brief, and to the point comments; do not lecture or patronize
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Tell student you want to hear what they have to say, but only after letting other students have an opportunity to speak.
Create an additional assignment for the student to write down their additions to what others have to say.
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Tier 2
Design a self-monitoring system for student to disrupt unwanted behavior of speaking out of turn and not letting others collaborate.
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Ask student to write a reflection paper weekly about the results with specific questions of why the behavior occurred, why it matters, and what they can do about it.
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