Step 1 : Using a non-verbal cues directed at the student to stop. This includes the use of gestures and signs to notify the learner of his/her misbehavior. In Amanda’s case, the teacher can point the index finger towards her while maintaining a serious face. The advantage of this step is that it warns the student without necessarily drawing the attention of other students (Vern Jones, 2016). This prevents unnecessary wastage of time allowing the class to move on as quickly as possible. However, the disadvantage with it is the little seriousness it holds and the student can disregard it as soon as possible.
Step 2 : Demanding the student to adhere to the class rule. This involves making verbal communication to the student requesting him to follow the guidelines set. The advantage of this action is that the learner can take it more seriously than non-verbal cues. However, it attracts the attention of other students easily possibly leading to more disruptions.
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Step 3 : Giving the learner the option of coming up with a plan if she doesn’t stop disrupting the class. The advantage with it is informing the learner of the punishment that awaits her.
Step 4 : Moving the student within the room to develop a plan. By giving her this punishment, Amanda can drop the disruptive behavior and concentrate on the punishment given thus allowing the class to proceed. However, it can create a new form of disruption if it involves manual activity.
Step 5 : Sending the learner out of class to develop a plan. The teacher assigns the learner a duty outside class or refers her to another teacher. The advantage with it is ensuring the total stoppage of disruption allowing the class to proceed smoothly. However, its main disadvantage is that it will make Amanda lose much of her lesson thus creating other issues like an incomplete assignment.
Reference
Vern Jones, L. J. (2016). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. New York City: Pearson Education, Inc.
