Case Study - Calling Out Answers

Introduction

The case study approach of this module has been designed to create an awareness of the general classroom behavioral problems that may be encountered on a day to day basis. The examples here are generalised and may be applied to situations other than the ones given here.

Description of the problem

A class is having a maths lesson. The teacher begins explaining how to find a common denominator. Before the teacher has a chance to complete the explanation, Nathan calls from the back of the room, 'I don't get it. Why do you have to find a common denominator before you can add the fractions?' The teacher continues with the explanation but is interrupted by Michelle who exclaims, 'I don't get it!' Once again the teacher launches into the explanation but is interrupted this time by Jack who says, 'can we go ahead and get started? I think I know what we're supposed to do.' The teacher tells Jack that he should listen to the rest of the explanation so that everyone can start the assignment together. The lesson is lengthy, and the teacher's explanation is confusing, as it has been interrupted so many times.

After the teacher finishes his explanation, he gives the students fifteen minutes to work the problems independently. During that time, seven students say, 'I need help.' Three students ask to sharpen their pencil. Two students request to go to the toilet. Donna tells the teacher she's bored five different times. Each student blurts out his or her statement or question without raising a hand. Each time this happens, the teacher becomes increasingly impatient.

Causes

Each time a student blurts out a question or statement, the teacher responds. The teacher's attention reinforces the students' behavior. The result is a chaotic classroom, a poor working environment, and demands on a teacher that cannot be possibly met.

Goal

Students will raise their hand to get the teacher's attention during lessons and independent work times. (Specific times will be identified where students do not need to raise their hand to talk.)

The Plan:

Step 1:
Check your schedule and decide which daily activities will be 'hand raising times' and which activities will be 'free talking times'. 'Hand raising' times will include any activities which require students to raise their hands and be acknowledged before they are allowed to speak. 'Free talking' times will be any class activities that allow students to talk to the teacher or to any member of the class without getting permission to do so.

Step 2:
Discuss the problem and plan with the students. Inform them of the difference between hand raising times and free talking times. Discuss the necessity for both times. Tell the students that during hand raising times you will ignore any students who talk without waiting to be called upon. Also tell students about free talking times.

Step 3:
Whenever a new activity is introduced into the schedule, inform students whether the the activity is a hand-raising or a free talking activity. By the second week, you only need to tell the class whether new activities require hand raising or permit free talking.

Step 4:
During a hand-raising activity, only call on students who have raised their hands. At first this may be difficult. If one student calls out, and another student has a hand in the air, call on the student with his or her hand up. Say something like 'Jane, I appreciate you raising your hand. How can I help you?' This reinforces the student who raised her hand and also reminds other students that your attention is given only to those who raise their hand.

Step 5:
If students continue to call out during hand-raising times, you must not ignore this behavior. consistently. Students will stop calling out within two week's time if you consistently ignore those who do not raise their hand.