T O P I C :

The Crazy Kid
Who Wants to be Funny

Katy poses the question: I am having trouble in my seventh grade section. I have one boy in the class who is disruptful, no matter where I put him. We have changed the seating arrangement in the class a few times, but he always seems to find someone to talk to, thus disrupting their work and the rest of the class as well. I can't seem to figure out what to do with him! He does what we tell him to do, but he always seems to have some comment to make or funny thing to say to disrupt the other students.

I know that he is a leader in the class, and that other students sometimes play off of what he says. I have had the "you're a leader in the class, try to be a good role model" speech with him, but he doesn't seem to care. I've also tried playing up his crazy personality and trying to fit his funny comments into my lecture or the class discussion, but these efforts seems to make everything worse. I've also tried punishing him by making him stay after class, but he doesn't seem to care about punishment either.

Should I move him again, or is there something else I can do about this crazy kid who always wants to be funny?

Posted October 8, 2008

R E S P O N S E :

'That’s Exactly Right!'

Martha Sandven writes: Ah yes, the great Disrupter. He needs attention and seeks it in the most negative ways . . . .

I have an answer for this one, but it requires a LOT of on-your-feet thinking on the part of the instructor (sorry, everyone.) One of my greatest mentors, Rives Collins of Northwestern University, taught me to respond to disruption by saying, “That’s exactly right.” You may wonder, as I did, “WHAT???!!!” Here’s what Professor Collins meant: It is the instructor’s job to re-frame the behavior of the Disrupter as if it were exactly what he was seeking in his students. There is no-one more shocked to hear the teacher respond with the words, “That’s exactly right,” than the class Disrupter / Clown / Bully / You Name It.

Here’s the trick: While you are saying the words “That’s Exactly Right!” you must reframe what they said so that it fits within your instruction. By doing this, you make the Disrupter your greatest ally in the class. This technique requires that we, as instructor/leaders think on our feet, in the heat of the moment, but the payoff is huge!

When I was interning at a middle school in Evanston, I watched my master teacher use this technique. Within a couple of weeks, her Disrupters became positive contributors to the class. It seems that, once she was able to take their comments and behaviors and validate them as helpful to instruction, the students actually started to contribute something that was worthwhile. Clearly, this technique is not meant for use when a student is being hurtful to someone or disrespectful about instruction; however, re-framing what they’ve said can be more powerful than any “side” dialogue with the Disrupter before or after class.

When we say something like “That’s exactly right,” we must mean it and give specific evidence to support our exclamation. In my fourth-hour class at my new rotation, I have three Disrupters. They are quieted and engaged when I respond to their comments by looking them in the eye, rephrasing what they said, and incorporating it in a statement that makes a relevant point. If I appear to be caught off guard or bothered in any way, then the Disrupter might raise his hand and say something like, “I was wondering if you could get any redder?” (which happened the other day, when I wasn’t on my game.)

It takes practice, and it’s not for everyone. When it works, you will find the Disrupter becomes the Contributor. Good luck!

Posted November 14, 2008

R E S P O N S E :

Get It Out of His System

Megan Hampel writes: Maybe you could come to some sort of agreement with the student where you would allow him to get up at the beginning of class and tell one joke — just to get it out of his system. If you allow him to do that, then he will need to pay attention and participate in class without disruptions during the rest of the period. This may save you time in the end because you aren't constantly needing to redirect attention.

Posted November 12, 2008

E-mail your suggestions and comments to fbowles@uark.edu