Case Study - Time Wasting

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

Mr. Smith's class has trouble getting settled down and ready for instruction. After moving into the classroom Mr. Smith tells the students to get into their seats and be quiet so that instruction can begin. Some of the students do as he asks. Others sharpen pencils, put their bags away, or continue to wander around chatting. Mr. Smith has to tell them to quiet down and get into their seats five or six times. By the time the class has finally settled in, ten minutes has gone by. This situation is repeated after morning recess, lunch and any activity that takes the students out of the room.

Causes

Slow starts are generally the result of students receiving lots of attention during the time it takes them to get ready. The students in Mr. Smith's class have learned that he gives attention to those who do not follow directions. Mr. Smith does not realize that, in his attempts to get the students ready, he is actually reinforcing the behavior that is the major source of his frustration.

In addition to getting the teacher's attention, the students' behavior is also an effective way to delay instruction. Wandering around the room, talking to other students, and sharpening pencils are much easier than engaging in schoolwork. If these delay tactics occur every time students come back to the classroom, it's likely that ten to forty minutes of instructional time is being lost each day. This reduces substantially the amount of work the students can be expected to accomplish during the school day.

Goal

When the teacher indicates that it is time to begin instruction, students will be quiet and ready within one minute.

The Plan:

Step 1:
Decide on a signal to cue students that it is time for instruction to begin. First thing in the morning the signal could be the bell. When students come in from other activities, the signal could be an oral cue, a hand signal, or a visual cue such as turning out the lights. When the cue is given, students should be allowed one minute to get to their seats and quiet down. The cue and the amount of time students are allowed to get settled must be enforced consistently. There can be no exceptions. If a student needs to sharpen a pencil or get a drink of water, it should be taken care of before instruction begins.

Step 2:
Decide on a consequence for slow starts. A logical consequence is owing time. If any students are not ready at the end of the one minute grace period, the entire class should owe one minute plus what ever additional time is required for the entire class to get ready. No attempt should be made to determine who is causing the problem. If anyone is not ready, then the class is not ready. Wasted time should be paid back during recess or during a class period students value. The consequence should always be carried out unemotionally. Your goal is to demonstrate that wasted time must be paid back, not that you hold a grudge or are in a bad mood.

In addition, running, pushing, or making undue amount of noise during the transition process should also result in the entire class owing one minute for each infraction. Tell the students that they must be orderly and cooperative as they are getting prepared for class.

Step 3:
Decide on a reinforcer for the class when they are ready for instruction within the one minute limit. One possibility is to draw a chart. This chart can be draw on the board, or on a tag board to be placed on a bulletin board. Each time that students are ready for instruction within the time limit, fill in one square on the chart. Each square on the chart can represent one minute of free time. At the end of the week, let the entire class spend the free time that has accumulated on the chart. The goal is to show students that, not only does getting ready quickly save valuable time, it also allows them some time for having fun.

After three or four weeks of successful performance, the chart can be eliminated. Tell the students that their continued success will earn the periodic free time periods. Every couple of weeks allow the students to take ten minutes of free time because they have gotten ready for instruction quickly and quietly. Be sure to maintain the owing time consequence for failing to comply.

Step 4:
Discuss the problem and plan with the students. Inform students about the positive and the negative consequences of your plan. Have everyone practice getting ready for class in one minute. Some students may have no concept of how long a minute is. Conduct a practice session where students pretend to come in from recess. Give the one minute signal. At the end of one minute, praise students who are ready. If any students are not ready, tell them that they were not quick enough, and repeat the exercise. Practice until all students can be ready for instruction within the one minute limit.