the stare down
i like to stare down the students who have been being a distration and then put them on the spot and tell me how would they solve a problem using the information i just spoke of. the uncomfortiblity of the situation keeps them paying a bit more attention.
In some ways though, a stare down is a challenge. If they are not paying attention, they have already established they think they are above what you are saying. By challenging them with a stare, then reinforcing the lack of capability with a question, you then embarrass them, which is not a good feeling for someone who thinks they are above what is being taught.
I have had more luck with walking in the direction of the problem student rather than giving them a stare down. With a stare down I seem to get more confrontation. When I walk in thier direction while lecturing they usually catch on. Sometimes I stand next to them and stop talking. Once I am quiet they tend to realize what is going on and quiet down.
Hi Jason,
I think it would be easy for me to be caught at staring at someone who is being a distraction. That is a natural response. Unfortunately I'd be giving power to the attention seeker. I am glad to find from these courses that eye contact is a reward. I might try just giving the type of person you describe eye contact before the negative behavior begins and from time to time throughout the lecture. I will post my results later.
Jane, Jason, and Donna,
I think that the staredown works only for several seconds at a time.
Generally I have found that the stare-down grabs students attention, and they can feel a little embarrassed.
As you mentioned, Jane, the stare-down can be confrontational. I think it becomes confrontational when you stare for too long.
Honestly, however, I do think that the stare-down is effective, particularly when the student has become off-task or disruptive.
Lastly, you do need to model your expectations, so I think it is important that when the stare-down is over you conclude on some positive note or model.
Then you, the student, and the class are cued in that the little disruptive episode is over and you move on productively.
Deena
I to find myself wanting to have a "stare down" with the student who is rather chatty or disruptive. I am trying not to continue with this because it just makes me more upset with the behavior. The longer I "stare down" the student the more I am thinking about how they are disruptive.
Donna H.
Hi Jason!
I hope this approach works for you - but I believe this puts both you and your student in a confrontational situation. I don't mean to insinuate that we allow this type of student to take control of the classroom. I do find that this type of students usually reacts best with positive reenforcement. Most don't have self-confidence and they are trying to control their environment.
They are like a naughty child - if the negative is reenforced you will absolutely get the same behavior again. Establish reasonable expectations and role model expected behaviors.
Keep up the good work!
Jane Davis
ED106 Facilitator
