| Here are three strategies to help deal with low level | | | | |
| disruption: | | | | 3. Use the language of Choice |
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| 1. Remove the audience factor, try and talk to the | | | | Giving limited choices to students is a way of getting |
| student quietly on a 1:1 basis. | | | | our instructions followed whilst still allowing them to |
| | | | | save face. When we give direct instructions such as |
| Whenever possible remind them of past successes | | | | ‘Move here NOW!’ it can be difficult for some |
| and capabilities or statrt by offering the support | | | | students to ‘back down’ and comply in front of |
| assistance. They are more likely to listen when you | | | | their friends. Giving them a limited choice gives them |
| start with something positive – ranting and nagging | | | | some breathing space and is easier to swallow but still |
| switches them off straight away. | | | | gives a clear indication of our expectations… |
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| 2. Give them a responsibility/ask them for help | | | | “Do you want to move closer to the board or |
| We can change the mood of difficult students very | | | | remain where you are?” |
| quickly by giving their egos a boost and asking them | | | | “Do you need me to help you or can you get on |
| for help or giving them a responsibility. The most | | | | with things on your own?” |
| disruptive students are often those with leadership | | | | “What are you supposed to be doing? What |
| potential or, at the very least, a need for attention. We | | | | happens if you don’t do it? Is that what you want? |
| can use this as an advantage by meeting this need. | | | | What are you going to choose? |