Option 1: Ignoring the Behavior
When appropriate, ignoring a behavior may send a message that the behavior is not worthy of a response. Ignoring should follow a gentle verbal reprimand showing the student the teacher is not condoning the behavior.
First, carefully evaluate whether ignoring might be an effective consequence to the misbehavior. Since ignoring is appropriate only when the student is trying to get attention, it will not be effective for every student in every situation. Some behaviors that may be effectively reduced through ignoring include complaining, annoying noises, rude comments, talking out, chronically asking for instructions to be repeated, calling out answers instead of raising hand.
Secondly, determine whether the attention-getting misbehavior is mild enough for you to consistently ignore. If the behavior is so severe that it disrupts class, another consequence will be necessary.
Thirdly, define the behavior that will be ignored. Examples include the following:
I hate homework. (ignore) Are we always going to have homework? (reinforce by answering) I hate ____ homework! (implement consequences)
Next, discuss the problem with the student or students. It may be helpful to inform a student(s) of your plan to ignore this misbehavior.
Expect a chronic behavior to get worse before it gets better. When students have spent years getting attention through misbehavior, it will take time to teach him/her that it is easier to get your attention through appropriate behavior.
When a student is engaged in unacceptable behavior, interact with students who are behaving acceptably. This emphasizes your interest in students who are working hard.
Next, teach other students to ignore the inappropriate behavior so that the student is not receiving attention from peers for this unacceptable behavior.
Lastly, evaluate the effectiveness of this procedure. If there is not improvement after several days, other options may be necessary.
Option 2: A Behavior Improvement Form
When a behavior occurs that a teacher is unprepared for, this form requires the student to put in writing what occurred. This form also requires the student to think of ways to handle this behavior if it reoccurs. This allows the teacher an opportunity to address an inappropriate behavior without having to come up with a consequence spur of the moment. Also, if/when the misbehavior reoccurs, there is a consequence already in place.
Option 3: Discussions
Sometimes discussing inappropriate behavior with a student can help to reduce this behavior, once students realize they have control over their actions and that there are different ways to respond to situations. Some steps to follow include:
Have the discussion at a neutral time. Discuss the problem with those involved. Identify the problem. Explore behavioral alternatives to similar situations. Assist the student in recognizing that he/she has the power to choose how he wishes to respond.