This is the least intrusive and least confronting strategy. Essentially the teacher is aware of the misbehaviour but chooses to do nothing about it i.e. to ignore it. The behaviour is monitored but the teacher does not intervene to stop it. You would choose to use this strategy for the following reasons:
the behaviour is minor in nature
the behaviour is not interfering with your teaching or the learning of other students
the student or students involved are normally well behaved and will, in due course, return to more appropriate behaviour.
There is another very practical reason why planned ignoring might be employed and this is the presence of another behaviour problem which is more serious and which requires an immediate response.
There is a piece of wisdom in the dangers of ignoring misbehaviour. The rationale being that if ignored, the behaviour might continue, escalate and/or draw in other students who might be encouraged to also misbehave. As with all wisdom there is an element of sound advice in this warning. However, the judicious use of ignoring can reduce the behaviour management burden on teachers and can help lesson pace and flow.
Further, such a strategy provides students with the opportunity to take responsibility for their own behaviour. Students need these opportunities if they are to ultimately become self-managing and self-disciplined.
It is important for teachers to head the above reasons for when it is appropriate to choose this strategy.
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