Matthew Bates

Teacher (2009–present)Upvoted by Leah Gordon, M. Ed. Admin. Education, Boston College (2004) and Robert Blair, M.A. Education, Iowa State University (2013)Author has 10.4K answers and 384.8M answer views5y

If students start talking while I’m trying to teach, I just stop and wait for them to finish. What doesn’t get done in class just becomes homework. I stare at the people who are having the side conversation until they stop. That way everyone else knows what I’m waiting for.

They learn to stop talking and listen pretty quickly. The chattiest ones quickly feel the peer pressure to knock it off and pay attention.

A similar thing happens when we’re lining up to go to lunch. We have to line up quietly to pray before lunch. (It’s a Catholic school.) We don’t leave for lunch until we pray, and we don’t pray until we’re quiet. I don’t shout at them to get them to stop talking. I just wait. If they waste their lunch time, that’s their problem. It’s not my lunch time. I eat during my planning period before that, so I’m not even hungry.

Again, the peer pressure really helps the students with less self control focus on the task at hand: learning to control themselves.

如果學生在我教學時開始說話，我會停下來等他們結束。課堂上沒有完成的事情就變成家庭作業了。我盯著那些正在閒聊的人，直到他們停下來。這樣其他人就知道我在等什麼。

他們很快就學會停止說話並傾聽。最健談的人很快就會感受到同伴的壓力，要求他們停下來並集中註意力。

當我們排隊去吃午餐時，類似的事情也會發生。午餐前我們必須安靜地排隊祈禱。 （這是一所天主教學校。） 除非我們祈禱，否則我們不會去吃午飯，除非我們安靜下來，否則我們不會祈禱。我不會對他們大喊大叫來讓他們停止說話。我只是等待。如果他們浪費午餐時間，那就是他們的問題。這不是我的午餐時間。我之前就在計劃期間吃東西，所以我什至不餓。

同樣，同儕壓力確實可以幫助自控能力較差的學生專注於手邊的任務：學會控制自己。

法規連結  https://edu.law.moe.gov.tw/LawContent.aspx?id=GL002147&kw=%E5%AD%B8%E7%94%9F%E8%BC%94%E5%B0%8E

教師基於導引學生發展之考量，衡酌學生身心狀況後，得採取下列一

    般管教措施：

（一）適當之正向管教措施。（二）口頭糾正。（三）在教室內適當調整座位。

（四）要求口頭道歉或書面自省。（五）列入日常生活表現紀錄。

（六）通知法定代理人或實際照顧者，協請處理。（七）要求完成未完成之作業或工作。

（八）適當增加作業或工作。