The call out challenge

Research Team: Ashley Guajardo, Samantha Limkeman, Ruthie Sutherland, Dr. Jane Wilson
Westmont College 2014

Purpose:
This study explores who is calling out during class and the ways in which teachers respond to the call
outs.

Literature Review -- How to handle call outs:

- Establish control: Students know that the teacher is in charge
- Create effective discipline policies: Know, teach, and model the policies
- Build rapport: Be consistent and frame positively
- Model: What does the correct behavior look like?
- Practice: Give time to practice raising hands
- Ignore: Acknowledge with a look, but do not respond to the call out
- Determine the cause: Find out what underlying factors may be contributing to the behavior
(family problems, health issues, learning disabilities, etc.)

Methodology:
Data was collected in 12 classrooms, over a 30 minute period, using an observational tool in which
researchers coded the number of call outs from: English learner males, English learner female, English
only Male, English only female. Additionally, researchers recorded teacher responses, noticing the
type of response (no response, positive response or critical response).

Results:

More boys call out than girls (regardless of English proficiency) -- 65% to 35%
English only students called out more often than English learner students -- 57% to 43%

Observed Teacher Responses:

NO RESPONSE
- Silently wait for a quiet room
- Model silently raising your hand
- Intentionally look at misbehaving students
POSITIVE RESPONSE
- Im looking for students who are ready to
learn.
- I appreciate your willingness to
contribute.
- I know youre excited to share, but lets let
someone else have a chance.
CRITICAL RESPONSE
- Im not sure why I hear talking.
- Lets model proper behavior.
- I need to have everyones attention.
The most common response to call outs is no response
When teachers do respond, it is generally with positive reframing
Very little response is critical when teachers are handling call outs

Implications for Teachers:

Teachers need to fair in their responses
Call on all students evenly and respond to call outs consistently regardless of gender
Teachers need to be clear in their expectations
Sometimes call outs are accepted, but other times they are not
Teachers should acknowledge call outs (even if they choose not to respond when it occurs)
No Response: Used generally for the first offense
Positive Response: Seek to positively reframe misbehavior
Critical Response: Correct behavior appropriately (private correction is most effective)
Works Cited:
Arvidson, P. Sven. "Students 101." Chronicle Of Higher Education 55.6 (2008): A20. Teacher Reference Center. Web. 4 Oct. 2014.
Gewerts, Catherine, and Liana Heitin. "Great Job. Brilliant. Way to Interrupt Class." Education Week. Editorial Projects in Education, 1 Apr. 2009. Web. 30 Sept. 2014.
Guercio, Ryan Del. "Back To The Basics Of Classroom Management." Education Digest 76.5 (2011): 39-43. Teacher Reference Center. Web. 4 Oct. 2014.
Linsin, Michael. "How To Get Students To Raise Their Hand." Smart Classroom Management. N.p., 13 Feb. 2010. Web. 18 Oct. 2014.
Linsin,Michael."HowToHandleAStudentWhoHabituallyCallsOut."SmartClassroomManagement.N.p.,11May2013.Web.18Oct.2014.
Linsin, Michael. "How To Handle Interrupting Students." Smart Classroom Management. N.p., 28 May 2011. Web. 30 Sept. 2014.
NEA Staff. "Discipline Checklist: Interrupting." Rss. National Education Association, 2013. Web. 30 Sept. 2014.
Shore, Kenneth, Dr. "Decreasing a Student's Calling-Out Behaviors." Dr. Kenneth Shore. N.p., n.d. Web. 18 Oct. 2014.
Snyder, Kieran. "Boys Learn to Interrupt. Girls Learn to Shut Up." Slate Magazine. The Slate Group, 14 Aug. 2014. Web. 30 Sept. 2014.
Woodward, Nancy Hatch. "Talking In Class." Independent School 52.1 (1992): 35. Teacher Reference Center. Web. 4 Oct. 2014.