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Discipline
Ideas http://www.disciplinehelp.com/ychta/behindex/default.htm
The
Talker I. BEHAVIOR:
Specific attitudes
and actions of this child at home and/or at school.
A compulsive talker.
Loves to talk, and engages in the practice with one and all constantly. Talks
to teachers continually. Talks to other students continually. Will even talk to
him/herself. Makes irrelevant comments—at inappropriate times. A poor listener.
Often does not realize that he/she is talking. When teacher corrects, says, "I
wasn’t talking to him; he was talking to me." Has a short attention span. Craves
attention. Lacks interest and is very poorly motivated. Poorly prepared for class
and seldom does class work thoroughly or carefully.
II. EFFECTS:
How behavior affects teachers, classmates, and parents in the school learning
environment and the home family situation.
Classmates and teacher alike are
annoyed. Both classroom setting and lessons are disrupted. Starting class is difficult.
Everyone’s attention is distracted. Others are encouraged to talk. Teacher’s authority
is undermined. Teacher is put on the defensive when this student claims to be
"picked on." Teacher is required to reprimand continually. If classmates are encouraged
to talk, they get in trouble as well. Classmates begin to believe teacher is unfair,
unkind, mean, and bad tempered. Time is diverted from the rest of the class. Serious
learning cannot continue for any length of time.
III. ACTIONS:
Identify causes of misbehavior.
Pinpoint student needs being revealed.
Employ specific methods, procedures, and techniques at school and at home for
getting the child to modify or change his/her behavior.
Primary cause of
misbehavior:
Attention: The continual talking is a way to get attention. Primary
need being revealed: Sexuality: This person has a strong social need. Personal
interaction is very important.
Secondary needs being revealed:
Affiliation:
This student needs to develop a close association with a peer or adult. Aggression:
This student is attempting to become positively involved with the class or teacher
and does not realize that he/she is expressing a negative behavior.
Achievement:
This student needs to experience some kind of success through talking, but without
disrupting the class and the teacher.
Status: This person needs to have others
know that he/she is "somebody."
Remember, this is more a social problem
than a discipline problem. If treated as a discipline problem, it may become
one. The ability to talk is not a negative—nor is it a liability. It’s an asset
which the student must learn to manage for personal benefit. Be aware that this
is often a compulsive behavior. It lies between assertion and aggression in a
person with a low self-concept. Never assume the student knows he/she is talking:
The student may or may not know. Never assume classmates know the student is talking:
They might not even hear. Remember, your relationship with one student affects
your relationship with all students. How you handle this student can damage your
relationship with other students. Don’t show a side of you that you don’t want
other students to see.
First, react consistently—and never punish irrationally.
Don’t "get on" the talker one day, and ignore him/her the next. Equally important,
don’t criticize publicly. You will never solve this problem during class time.
Private counseling is a must. Approach talking as a social problem, not a discipline
problem. This is a counseling situation that requires a plan to change behavior.
Look for the reason for the talking. If you cannot or will not meet the student’s
needs, you will not change the behavior. The talker has a strong activity need.
Give this student small tasks and responsibilities daily to fulfill this need.
Tell the student you will call on him/her during class discussion. You may even
tell the student the question you will be asking.
Seat the talker near quiet
and serious students.
Station yourself next to this student’s desk during
presentations. This will keep him/her from talking. When this student is talking,
don’t stop class or say a word. Rather, walk toward his/her desk. This will stop
the talker. Likewise, look at this student often.
Develop a set of hand signals
to remind the student when he/she is talking. Don’t stop class and reprimand,
however.
Capture and hold attention by calling on the talker often.
Challenge this student. Never forget, the articulate are often high achievers.
The talker should be a good student. Reinforce positive behavior and contributions
in class.
Provide alternate materials that can interest this student and
that are still class oriented. Try incentive programs to encourage attention and
preparation.
To encourage the talker to participate positively, allow him/her
to take roll, pass out papers, etc.
In a private conference, tell the student,
"The ability to speak is your asset. Therefore, use it wisely by following some
tips.
First, think before you speak so that you gain a reputation for being
a thinker rather than a talker.
Second, speak slowly so that people can absorb
what you say.
Third, speak quietly and gently to gain the reputation of being
a person of depth.
Finally, limit your talking.
Remember, you can always
add a comment, but you can’t withdraw one.’’ Discuss the behavior with parents.
Find time to listen.
IV. MISTAKES:
Common misjudgments and errors
in managing the child which may perpetuate or intensify the problem.
*Showing
anger and frustration. This does nothing to help the situation. In fact, it may
make the talker anxious and nervous—and cause him/her to talk even more.
*Saying
things like "Shut up" or "Keep your mouth shut."
* Interrupting class to
reprimand.
*Attempting to belittle or shame the talker, or being sarcastic.
*Punishing the entire class or creating peer pressure.
*Making rules
and regulations for the entire class because of this one student.
*Assuming
classmates are disturbed by the talker—or acting on such an assumption. Classmates
might not even hear.
*Reacting inconsistently—and punishing irrationally.
*Overreacting by immediately rearranging the seating chart or issuing threats
or ultimatums. *Isolating this student. The talker’s need for attention or security
will not allow his/her personality to take isolation.
*Becoming so frustrated
that we say and do things we’ll wish we hadn’t.
*Failing to look for reasons
behind the constant talking.
*Assuming the talking is directed against us
personally or against class work, or that the student is uninterested, or that
the talking is intended to be disrespectful.
*Assuming there is a short-term
solution.
*Allowing talkers to visit after finishing lessons for the day.
*Restricting the talker to the point at which he/she isn’t making a contribution
at any time.
*Trying to humiliate the talker, calling attention to the behavior,
or trying to get the student to be quiet by placing emphasis on the behavior.
http://www.disciplinehelp.com/ychta/behindex/default.htm
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