Keep it Off Stage!

 Keep It Off Stage

 Action Plan

“Perceptions aside, most educators will agree that minimizing disruptions is an important part of classroom management”, according to (Laura E. Pinto, 2013).  Keeping it off stage is a classroom management strategy.  The main idea is to handle situations that arise quietly and without bringing additional unneeded attention to the situation.  For instance, if a student is repeatedly being too loud, the teacher can walk over to the student and discuss without other students hearing, and then ask for the student to please be quiet. Rather than shouting from across the classroom.  According to (Ban, 1994), “classroom management must involve consideration and planning in advance.”

         My plan would begin with a situation or behavior that was undesired. Then I would discreetly discuss the situation with the student who is involved.  I would first let the student know what behavior was inappropriate.  Next, I’d remind the student of the classroom expectations and specific desired positive behavior moving forward. According to (Walker and Green, 2010), “clearly laying out expectations can contribute to students' motivation.” Any further discussions would happen privately or in an area where the conversation could not be overheard by other students.  All interactions would have the theme of keeping it off stage.

 Rationale and Reflection

“Verbal corrections should be used judiciously and sparingly, as attention may act as a positive reinforcer for misbehavior,” (Little and Akin-Little, 2008). I want to use my position of leadership when correcting bad behavior in a positive manner.   One main reason for keeping interactions off stage is to not embarrass or shame the student.  My goal is to change behavior, not shame.  “Effective classroom environments are consistently related to student achievement and student assumption of responsibility for learning”, ( Laura E. Pinto, 2013).  If I can reach my desired goal without any negative interventions, then I will be successful.  “Do we frame the problem with empathy for the student, or do we face the situation from a place of anger and punishment”, (Laura E.Pinto,2013).  I often reflect on my past experiences as a student.  I wish more teachers would have implemented this strategy.  As a teacher I have seen the effectiveness of this strategy.  I have yet to encounter any student who prefers keeping it on stage.