Mary Cabanas

Five-Step Procedure

1. Proximity and/or nonverbal warning.

a. To minimize class disruption, a simple approach or look towards the unfocused

student can bring them back to focus on the lesson. Sometimes a stare gesture
towards the student as a warning is all they need to get back on track since they
would feel uncomfortable over being stared at and know that we are aware of
their behavior.

2. Verbal warning.

a. After the non-verbal cues do not work, providing a verbal warning about their
behavior takes them back on track. Often students dislike being called out in
front of their peers and will stop the disruption. However, they often simply need
a verbal reminder to return to work.

3. Relocation.

a. Often students simply need to be relocated to another area in the classroom.

Depending on the student's actions, they may need to be separated from their
peers to stop talking or to keep their hands to themselves.

4. Lunch with the teacher.

a. Sentencing the student to have lunch with me might be awkward, depending on

the student; however, this is done so I can converse with them about their
behavior. Often, students are going through situations that affect their behavior, or
they believe that since they are seen as the “bad kid,” they need to live up to that,
but often that behavior can change with a simple conversation. Additionally, the
conversation will not place the student in the spotlight compared to me telling him
to talk to me in the hallway halfway through the class.

5. Call home.

a. Calling the student's guardians will allow me to provide the guardians an update
on the student's academic progress and commentary on the student's behavior.
Often a single call will let me know if the student is going through something at
Mary Cabanas

home that explains the student’s behavior or simply correct the behavior by letting
the guardians know they are misbehaving in class and have them speak with the
student.