Disruptive habits impede the learning process, the flow of lessons, and escalate teachers’ and pupils’ stress levels in classrooms. Behavior management is a critical skill, which helps teachers mitigate pupils’ challenging conduct and promotes positive practices. Educators are trained to identify and implement evidence-based strategies which eliminate problematic habits within the classroom environment. Parsonson (2012) notes that proven interventions may be student-centered, school-wide, or classroom-based. Although some educators target and focus on problematic pupils, seating arrangements and sequencing activities promote positive classroom behavior and inclusivity.
The seating arrangement is the elaborate layout that assigns students their sitting positions in the classroom. Gremmen et al. (2016) note that class arrangements may eliminate or minimize problematic behaviors without the need for other interventions. The implementation of the approach will entail organizing the tables into rows with students facing in front. Such a technique will significantly reduce distractions and disruptions and promote active student engagement in the learning process. For instance, the teacher can instruct all students to write up the answers to a particular question and go around the classroom instead of seeking just one response from the pupils. Therefore, the seating arrangement strategy will help manage disruptive behavior and keep learners engaged.
Sequencing tasks entail the strategic interspersing of tasks, where demanding activities are alternated in brief assignments. According to Parsonson (2012), interchanging exercises keep learners engaged and reduce disruptions. To implement this strategy, challenging and involving activities will precede simple tasks to foster the transition to the new functions. Additionally, active learning will be slotted after breaks, followed by passive activities. Such an approach will allow learners to adjust sufficiently to quiet and brief routines. Thus, sequencing task strategy will help reduce disruptive behaviors and promote positive learning environments.
References
Gremmen, M., van den Berg, Y., Segers, E., & Cillessen, A. (2016). Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs. Social Psychology of Education, 19(4), 749-774.
Parsonson, B. S. (2012). Evidence-based classroom behavior management strategies. Kairaranga, 13(1), 16-23.