By Amoto Ndiewo
Disruptions in the classroom can not only interrupt learning but can also distract the knowledge dissemination. These disruptions range from low to high level. Surprisingly, some teachers say that low level disruptions are subjective in that what one may consider disruptive may not be so much an issue to another who may consider it normal classroom behaviour.
Low level disruption is not behaviour which is overtly confrontational, but which, nevertheless, affect the concentration of other learners.
Hassan Ibrahim, head teacher of Alfa Rauk School in Garissa town, says in the event the teacher responds with heavy handedness to low level disruptions , they risks turning a molehill into a mountain. He adds that low level interruptions include late arrival in class, persistent chattering or whispering, day dreaming, restlessness, tapping, fidgeting, eating or refusing to participate or to speak in class.
‘’Some of these problems can be tackled within the school behaviour policy framework, but sometimes they receive a totally unrealistic sanction,’’ said Ibrahim.
Ibrahim says there is no panacea or rules cast in stone to stem low level disruptions but offers suggestions that may help prevent an escalation of this common yet unwarranted behaviour.
He says a teacher may use positive language responses such as praise when students do the right thing, verbally recognizing them and rewarding positive behaviour.
“Don’t praise if you don’t mean it, and avoid sarcasm. It may damage your relationship with learners and don’t condone or reward bad behaviour,’’ he cautions.
That caution notwithstanding, condoning bad behaviour is not uncommon amongst teachers.
An economics teacher in Ngara Nairobi says teachers ought not to remain stationary behind the desk or rooted and grounded at the front of the class.
‘’Simply being closer to the student may help change their behaviour ,’’ the teacher said, adding that when giving instructions or verbal comments, one must be prepared to use the learners name if possible.
Recognizing the student by name has been a professional rule but with class populations rising each year, it has become difficult to muster all the names of students in a class.
He goes on to say that when asking questions, direct them to all students to ensure full understanding, thus reinforcing your expectations.
He adds that teachers ought to avoid comparing and judging behaviours as it may lead to negativity and worse still, confrontation between learners.
Ibrahim suggests that tutors ought to be the first in class to set the scene, as well as welcome and remind learners of their expectations.
‘’By all standards, teachers should avoid punishing learners publicly as it humiliates and breaks down respect and safe environment that learners need in the classroom, ’’ said the head teacher.
He concludes that if used appropriately and proactively, those low level responses to low level disruptions can reduce any escalation of difficult behaviour without the need to resort to more formal responses. Choices have consequences, and hence teachers must choose wisely their corrective interventions.
