The Talkative (The Case of Know-it-All Nancy)
SCENARIO: 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.
Disruptive behavior
Speak out of turn, blurt out
Tier Two Interventions
Peer Tutoring
This gives the student the ability to redirect her energy in a positive way. Instead of speaking over her classmates and such. She will help struggling students with her knowledge.
Behavior Contract
Rate the student for each period, hour, etc in the areas you decide to put on the form or chart This will make the student aware and responsible of their behavior with written proof that they have a copy of.
Non-Verbal Cues & Signals
Practice with the student and explain when you notice they might need some re-focus, you will show them the sign. This will make the student aware
Tier One Interventions
IGNORE - students that are not posing a danger to others, you simply ignore their behaviors and continue instruction without stopping or giving them any special attention. This will show the student that they need to behave properly to gain attention.
Speak With Student In Hallway in a calm, neutral, non-threatening manner, ask to speak with the student in the hall
Stand away from the door out of the line of sight of the class. This way you can avoid shaming the student in front of the class.
Positive Praise- When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc. Providing positive feedback means that the student is acknowledged for the positive behavior/performance in school.
Tier Three Interventions
Time Out (Structured Time Out)
When a student exhibits frequent behavior problems and disruptions. This will only be used to calm the situation down if it continues to escalate and behavior is not improving.
Talk To Parent
Teachers and staff should talk to parents for both negative and positive reasons, like a student exhibiting good behavior or a student being sent to the office for poor behavior
Functional Behavior Assessment (FBA)
Provides more information about students’ behavior and should only be used if the student is not responding to anything else.