The LEARNERS & LEARNING Conference Dave Cleary Dealing with disturbances 1. What behavior is unacceptable or creates difficulties in the classroom? Group work requires co-operation. Teachers therefore expect certain rules to be obeyed, even if the rules are unwritten or unspoken. Such rules include: punctuality regular attendance coming on time performing the set tasks paying attention being polite having the required materials or equipment being respectful of others dressing appropriately doing homework not asking unrelated questions 2. What factors might contribute to disturbances? fear of failure unrealistic goals feeling tired boredom not understanding the purpose of tasks 3. How do you feel when these behavior ‘rules’ are broken? what makes you angry what amuses you what seems senseless what can you deal with easily what embarrasses you what can you understand 4. Think about a disturbance you had to deal with recently, i.e. a problem not directly related to language or regular teaching. Make notes in the space below to describe the background to the situation. Give any and all information that feels relevant level, number of students, age, gender, time of day, normal energy levels, class objectives, etc. Now describe the disturbance. What activity was the class doing when it happened? Where were you? And what were you doing? What was the first thing you did? How did other people in the class react? What did you, or anyone else, do next? Who was involved in dealing with the disruption? Why? How did the class return to ‘normal’? ILC International House Brno, jazyková škola, Sukova 2, Brno; T: 542 210 216, 736 726 302; E: info@ilcbrno.cz; www.ilcbrno.cz The LEARNERS & LEARNING Conference Dave Cleary In the classroom, in real time, teachers have to make decisions very quickly, often without having enough information to work from. In the same way it is useful to reflect on lessons and activities after teaching, there is a lot to be gained by evaluating what happened and why it happened after a disturbance – when we do have time to think about what options were available and what we feel the ‘best’ course of action was. It can also be useful to do this with one or more colleagues, as knowing what other teachers have done or might do in a similar situation can help you make a better on-the-spot decision in the future. The table below gives a framework* for reflecting on reactions to classroom disturbances. S Situation P O R E Problem Options Reaction Evaluation Give a brief outline of the class – level, class objectives etc. – and then describe what the students were doing, what you were doing when the disturbance happened What happened? Who or what created the disruption? Can you identify the root cause or the immediate trigger? What are some of the possible responses? Who do these responses involve? Who should they involve? What did you do? What did anybody else do? How could the problem have been handled differently? What do you think is the best response? Sometimes it can be useful to further explore what happened with the student and / or the whole class, particularly for repeated behavior. ask the student(s) to explain their point of view check if they understands why you are concerned try to share your understanding of the problem and encourage them to do the same generate possible solutions with the student and / or the whole class Consider all the possible solutions. Agree a path ahead and build in points along the way in which you will review progress with the student. It is normal to feel quite strong emotions after a disturbance – anger, guilt, shame – but remember your students might well be feeling the same way. It is important to see it as an opportunity to learn and grow as a teacher through these experiences. *This framework was inspired by 2 management tools / acronyms. SPRE – which is used by managers to predict and deal with issues GROW – Goal, Reality, Options, Way forward: a tool used for mentoring and coaching to create a structure to set targets and plot progress ILC International House Brno, jazyková škola, Sukova 2, Brno; T: 542 210 216, 736 726 302; E: info@ilcbrno.cz; www.ilcbrno.cz