Task: 3: Responding to low-mid level disruptive behaviours

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Learning Area: Visual Arts Time of day: 2: pm Year level 7

WITNESSED

Document what happens during and after an occurrence that represents a low to
mid-level disruptive act. Write down what happened immediately before the
event (antecedent) as well.

During:
Student napping; head crouched in elbow, other students staring and
commenting.

After:
Student sat up, started paying attention. Other students started to
focus also.

Before:
Introduction / instructions were given to the class about what their
task will be.

Note down the strategy/ies the teacher used in an attempt to problem

solve/ resolve the situation

Went silent to see if the student would notice.

Slapped the work bench to grab the students attention, then asked the
student if he knew the content already. If youre taking a nap in my class,
it means you know what Im talking about. Do you know what I am talking
about? No? Then how about you stop napping and pay attention.

How did the student respond to each of these strategies?

The student sat up immediately, answered politely and began to engage

with the teacher, and listen to instructions.

Note down your in the moment thoughts. These are intentionally reactive
not reflective comments at this time
 What appeared to be the key triggers leading up to this event?

Meditation was five minutes prior.

The students had just finished lunch and the majority of the students were
complaining about how tired they were.
Student was not engaged with anyone; completely distracted.

Was the situation resolved to the satisfaction of both parties? Yes / No /

Not sure

The teacher grabbed the attention from the student, however, the student
would still feel tired and even embarrassed for being put on the spot in
front of the class.

MY APPROACH

If this incident happened in my class, I would manage it in the following

way

I would have realised that the student was napping.

I would keep giving instructions whilst moving around the room, slowly
making my way to the student.
Once reaching the student, I would tap them on the shoulder, politely ask
them to sit up, wait for them to sit up, to continue giving instructions.

Through using this approach, my intended outcome would be:

Keep the rest of the class engaged

To not be disruptive myself
Do not make the student feel put on the spot/ ashamed/ embarrassed
Therefore, my whole class would be engaged.

Consider two possible unintended consequences of selecting this

approach.
1. The student may not respect me and may do the opposite as to what I
say/ instruct
2. The student can still be disengaged from the class, even though they are
not napping