Eric Zachary Reducing Student Disruptions Storyboard Final

Reducing Student Disruption in the Classroom
Screen title: Reducing Student Disruption in the Classroom Slide 1/36

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Audio: On-screen text: On-screen graphics: Graphic notes & navigation:
Soft music “Some teachers bring out the best in Text fades in at 2 seconds
kids, and others bring out the worst.” and fades out at 5 seconds.
Slide automatically moves
~Jim Fay
forward.
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Screen title: Title Screen Slide 2/36

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Soft music Classroom Management 5 second slide
Reducing Student Disruption in the Slide advances automatically

Classroom
Module 3
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Screen title: Introduction Slide 3/36

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Picture a time when you planned out a Full screen photo of a

perfect lesson? You have everything frustrated teacher in a
ready, you’ve researched the content classroom panning back
and have all of the steps for the lesson throughout the narration.
covered, you stayed late the night
before to prepare the materials. You Slide advances automatically
know your students are going to love it,
but when class starts you quickly find
out that one of your challenging
students had other plans in mind.
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Screen title: Objectives 4/36

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As teachers, we are all able to identify Full screen photo a classroom panning
disruptive or attention-seeking behavior  Why the disruptions happen back throughout the narration.
in the classroom. Disruptive behavior is  How to handle them
obnoxious, distracting, and a huge  Steps to reduce occurrences in the Slide advances automatically
waste of class time. But what can we do future
about it? By the end of this training
module, you should have a better idea
of why these disruptions happen, how
to handle them when they do, and the
proper steps to take to reduce the
occurrences of the undesired behavior
in the future.
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Screen title: The Seven Steps Slide 5/36

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As the teacher, we feel that it is our Full screen photo of male teacher
responsibility to be the authority in the Step 1: Recognize the disruptive behavior shoulders down standing with
classroom. This pressure can lead Step 2: Stay calm arms crossed in front of student
teachers to feel that their authority is Step 3: Stop and assess the situation desks.
being challenged when a student is Step 4: Consider the students’ typical
disruptive. This is an understandable behavior Slide Advances Automatically
reaction. As the adult in the room, our Step 5: Consider the possible drivers of
first instinct may be to assert our the student behavior
authority with force, anger, and Step 6: Intervene with an appropriate
sometimes even more irrational research-proven response
responses. What we really need to do in Step 7: Document the behavior and notify
these situations is to complete the the proper authorities
seven steps to reduce student
disruption in the classroom. The steps
are to:
(1) Recognize the disruptive behavior
(2) Stay calm
(3) Stop and assess the situation
(4) Consider the students’ typical
behavior
(5) Consider the possible drivers of the
student behavior
(6) Intervene with an appropriate
research-proven response
(7) Document the behavior and notify
the proper authorities
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Screen title: Recognize the Disruptive Behavior 6/36

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Let’s start with step one. Now, you may be Recognize the Disruptive Behavior Full screen photo of a teacher
thinking “why do I need to recognize the observing a classroom panning back
disruptive behavior? Isn’t that the whole basis of  Be Active throughout the narration.
my problem?”  Limit Whiteboard Writing Time
 Use a Projector Text enters over image
In short, yes that’s true. The timeliness of the  Face the Class at All Times
behavior gaining your attention however, is key  Position Yourself to See the Class Slide advances automatically
to effectively addressing the problem.
 Limit Use Non-Instructional
Technology
So, what does that mean for you as the teacher?
 Be active in the classroom, don’t be tethered

to one place.
 Limit the amount of time you spend writing
on the board by preparing as much as you
can before class.
 Use a projector, if possible, so you can face
the class at all times.
 When working with students, position
yourself so you can see as much of the class
as possible.
 Stay off of non-instructional technology like
computers, cell phones, tablets.
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Screen title: Knowledge Check 1 Slide 7/36

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Knowledge Check Slide Reducing Student Disruption in the Classroom (Slide 5) Knowledge check question.
Participants will be given up to three
Knowledge Check opportunities to answer correctly.
Mrs. Davis, a high school teacher is teaching a lesson on persuasive Slide will advance once correct answer
writing. She found a short YouTube video on persuasive writing that has been identified.
she wants to show her students. She starts the video and moves
over to her desk, so she won’t block the students’ view. While she
was teaching, she had received a text message that she hadn’t been
able to check. While the students are watching the video, she briefly
sits at her desk and responds to the text message. Once the video
ends, Mrs. Davis is back at the front of the room ready to continue
her lesson. All seemed well, and the students seemed engaged. At
the end of class, one of Mrs. Davis’s students informs her that Brian
was writing messages on his iPad and holding them up for the class
to see during the video.
What mistake did Mrs. Davis make?
A.) Instead of teaching, she tried to entertain her students with a

video.
B.) Instead of walking around during the video, Mrs. Davis decided to
sit down at her desk.
C.) By taking time to respond to a text, Mrs. Davis wasn’t actively
monitoring the class.
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Screen title: Stay Calm Slide 8/36

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Let’s move on to step two, staying calm. This one step What can you do to stay calm?
can make or break the environment in your classroom. Full screen photo of a frustrated
Teachers are under a lot of pressure, especially when  Remember your students are teacher in a classroom panning back
they are new to the profession. You’re juggling lesson human throughout the narration.
planning, observations, handling parents, and many  Don’t take it personally
other responsibilities. Dealing with disruptive or  Remember why you do this job Slide advances automatically
disrespectful students can make teaching even more  Remember you’re the adult
stressful. After all, student behavior is a huge part of a
teacher’s success or failure.
Understandably, all of this pressure can cause a teacher

to react to bad behavior in an angry or mean way that is
unbefitting of the profession.
So, what can you do to stay calm in these stressful

situations?
First and foremost, don’t ever argue with your students.

Remember your students are human just like you.
Imagine that they were your own kid, would you want a
teacher speaking to your kid the way you are speaking
to your students?
Next, don’t take it personally, as we will learn later in

the module, there are many reasons that students
misbehave in class, and chances are the students aren’t
doing it just to make you angry.
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Remember what your job is. Your job is to prepare
learning opportunities for your students and to do your
part to prepare them to be successful adults. Students
are going to have a hard time learning from you if they
think that you hate them.
If all else fails, remember the mantra, “I’m the adult, I’m
the adult, I’m the adult.”
Remember, you set the tone in your classroom. Make

sure it’s a pleasant one.
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Knowledge Check Slide Mr. Ruiz is a first-year middle school math Knowledge check question.
teacher. All year long, Mr. Ruiz has put in a lot of Participants will be given up to
extra time learning his curriculum and preparing three opportunities to answer
lessons that he hoped would be engaging. The correctly.
middle school that Mr. Ruiz teaches at recently
went through benchmark math testing and his Slide will advance once correct
students’ scores didn’t come back as well as he answer has been identified.
had hoped, in fact his scores were the lowest in
the grade level. To make things worse, Mr. Ruiz
has one of his evaluation observations with the
principal coming up next week.
Mr. Ruiz wants to make sure his observation goes

well so he researches teaching strategies on the
objectives he’s teaching for his observation. The
day before his observation, while teaching his 3rd
period class, Madison blurts out an inappropriate
comment that makes the whole class burst into
laughter. Mr. Ruiz shouts at Madison saying
“What is the matter with you, why do have to be
so disrespectful? You know if you would concern
yourself half as much with your schooling as you
do with entertaining your friends, maybe your
grades wouldn’t be so awful.”
What mistake did Mr. Ruiz make?
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A.) Mr. Ruiz did not plan an interesting lesson and
the students became bored and disruptive.
B.) Mr. Ruiz didn’t do anything wrong. Sometimes
students need a wake-up call in order to stay
focused.
C.) Mr. Ruiz let the stress and emotion of his job
get the better of him. He took Madison’s
disruption personally and didn’t respond in a
professional way.
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Screen title: Stop and Assess the Situation Slide 10/36

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Now that we’ve stopped and put Bullet points appear in white chalk like text on
student disruption into context, it’s  What is the classroom environment the chalkboard photo
time to move on to step three, stop and like?
assess the situation.  Collaborative groups Image and text remain for the duration of the
 Direct instruction slide.
In any disruptive situation, there are  Testing
variables to consider. Some of the  Working independently
variables to consider are:
 Is the student’s behavior creating a
safety hazard?
What is the classroom environment
like? Are your students working in
collaborative groups? Are you, as the
teacher, giving direct instruction? Are
the students taking an assessment? Are
your students working independently?
Is the student’s behavior creating a
safety hazard? The answers to these
questions should inform your response.
By taking a brief moment to stop and

assess the situation rather than just
reacting in the moment, you will most
likely make a more rational and
appropriate response.
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Screen title: Consider the Students Intent and Attitude Slide 11/36
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Step five, consider the student’s intent Bullet points appear in white chalk like text on
and attitude.  Determine the student’s intent the chalkboard photo
 Determine the student’s attitude
So often as teachers, we are so used to Image and text remain for the duration of the
quickly stopping disruption that we slide.
forget to consider who is doing the  Intentional or Unintentional
disrupting.  Malicious or Untimely
When a disruption occurs, there are two

factors that we need to consider when
deciding how to intervene.
First, we want to determine the

student’s intent. Was the disruption
intentional or unintentional?
Second, we want to determine the

student’s attitude. Is the behavior
malicious or just untimely?
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Knowledge Check Slide Consider this scenario. Knowledge check question.
Participants will be given up to three
David, one of your students with a lot of energy, got bored during opportunities to answer correctly.
your poetry lesson and began using a ruler to shoot pieces of eraser
at Joshua another student sitting in the row next to him. The other Slide will advance once correct answer
student gets mad and blurts out, “Stop!” causing all of the other has been identified.
students in class to start laughing.
In this scenario, after considering the student’s typical behavior,

would you assume that David was acting intentionally or
unintentionally?
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Knowledge Check Slide Based on the previous scenario, would you assume that David’s Knowledge check question.
behavior was malicious or just untimely? Participants will be given up to three
opportunities to answer correctly.
Slide will advance once correct answer

has been identified.
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Screen title: Determine the Drivers Slide 14/36

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Step 5 is extremely important and a skill that all Possible Drivers Full slide photo of teacher high fiving
effective classroom managers must possess. As  Attention student in background and text
teachers, we must determine the possible  Self-esteem appears over top.
drivers of disruptive behavior, and there are  Personal or family problems
many possibilities. Understanding what is  Feelings of academic or social Slide advances automatically
motivating a disruptive student to disrupt is, inadequacy
perhaps, the key component in effectively  Boredom
handling the issue.
Some common drivers of disruptive behavior

are: attention, self-esteem issues, personal or Getting to know your students
family problems, feelings of academic or social  Mingle with students during
inadequacy, or simply being bored. free time
 Check Cumulative Records
The best way to identify what is driving the for behavioral and medical
behavior is to get to know your students. This
history
will probably mean sacrificing some of your free
 Talk to parents
time to mingle with your students at recess time
or on breaks. In addition, student cumulative
files may provide behavioral or medical history.
Furthermore, parents are often a great
resource. If you begin to notice a change in
student behavior, check with their parents, they
may be able to shed some light on what might
be going on.
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Screen title: Intervene Slide 15/36

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So, you’ve recognized the disruptive behavior, Interventions: Bullet points appear in white chalk
you’re calm, you’ve assessed the situation, 1. The Evil Eye like text on the chalkboard photo
you’ve considered the student’s typical 2. Moving in on the Student
behavior and you have a pretty good idea why 3. Proximity Image and text remain for the
the student is behaving this way, now it’s time 4. Eye Contact and “No” Headshake duration of the slide.
to intervene. 5. Let’s Talk About This Later
6. Can You Save That? Thanks Slide Advances Automatically
Step six in the process is to intervene with an 7. Changing Location
appropriate research-proven response. To do (Fay & Funk, 1995, p.315-319)
this, we will consider some of the most
common disruptions in the classroom.
Let’s take a minute to explore a few of the

different classroom environments addressed
earlier. Direct instruction, working
independently, and testing may be the most
challenging times when dealing with a
disruptive student due to the fact that their
disruption takes the focus from the task at
hand and shifts it back to them.
In one of these situations, your goal should be

to limit the attention given to the disruptive
student.
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Jim Fay of Love and Logic offers seven
interventions:
1. The Evil Eye
2. Moving in on the Student
3. Proximity
4. Eye Contact and “No” Headshake
5. Let’s Talk About This Later
6. Can You Save That? Thanks.
7. Changing Location
(Fay & Funk, 1995, p.315-319)
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Screen title: Intervene Part 2 Slide 16/36

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The first four interventions: The Evil Eye, Moving in on Bullet points appear in white chalk like
the Student, Proximity, and Eye Contact and “No”  The Evil Eye text on the chalkboard photo
Headshake can all be accomplished without ever  Moving in on the Student
stopping instruction.  Proximity Image and text remain for the duration
 Eye Contact and “No” of the slide.
The Evil Eye, as Jim Fay states, is the same look our Headshake
teachers and parents gave to us when we were kids. (Fay & Funk, 1995, p.315-319) Slide Advances Automatically
It’s that look that says, “fix it.”
Moving in on the Student refers to simply walking over

to the student and placing your hand gently on their
shoulder. No verbal communication is needed.
Getting into closer proximity with the student is

methodical. You don’t immediately let the student
know you’re coming. Start a lap by walking to the
other side of the room without acknowledging the
student. As you get closer to the disrupting student,
smile.
If the first three steps haven’t worked, and the student

is still misbehaving, make eye contact and shake your
head “no.” Fay states that this is a way of telling the
student, I see you, I don’t want to embarrass you, but
this needs to stop. (Fay & Funk, 1995, p.315-319)
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Screen title: Intervene Part 3 Slide 17/36

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Interventions five through seven require a little more  Let’s Talk About This Later Bullet points appear in white chalk like
attention on your part, but note none of these steps  Can You Save That? Thanks text on the chalkboard photo
require anger or threats.  Changing Location
Image and text remain for the duration
If steps one through four haven’t solved the problem, of the slide.
and the student has made it clear that their behavior
is both intentional and malicious, you may have to Slide advances automatically
move on to interventions five through seven.
Let’s Talk About This Later is an intervention that

should be used with a belligerent student who seems
intent on engaging in an argument with you. As
discussed earlier, there is never an appropriate time to
argue with a student and this needs to be made clear
to the student. By repeating the phrase “let’s talk
about this later,” you remove the fight from a
potential argument.
If you’ve built a positive relationship with the student

and you’ve tried all of the other options to no avail, try
the phrase, “hey, could you save that for nutrition
break?” or “could you save that for Mrs. Johnson’s
class?” This tells the student that their behavior is not
acceptable, but that you still like them.
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If all of the other interventions have failed, it may be
time to move the student’s location. This could mean
to a different place in the classroom, or you may need
to arrange to have a seat in another classroom where
a disruptive student can go until they are ready to
come back and be a part of the class.
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Knowledge check slide Consider this scenario, Knowledge check question.
Participants will be given up to
Briana is a student whom you have had three opportunities to answer
mixed interactions with. It seems that correctly.
on most days you have to address her
excessive talking in your classroom. Slide will advance once correct
Today, you’ve tried some interventions, answer has been identified.
you’ve given her the “evil eye”, you
walked over during your instruction and
gave her the “no headshake” and she
looked at you, rolled her eyes and said
with an attitude, “What did I do?” What
do you think you should do next to stop
the excessive talking?
A. Move in on the student and place

your hand on her shoulder
B. Kneel down and whisper, “Let’s
talk about this later,” and walk
away.
C. Call security and have Briana
escorted to the office.
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Audio: On-screen text: On-screen graphics: Graphic notes &
navigation:
Knowledge Consider this scenario: Knowledge check question.
check slide Participants will be given
Latosha is a tenth grader who is often disrespectful. She distracts others around up to three opportunities
her, she laughs during your lessons and occasionally makes remarks about how to answer correctly.
stupid the content is. You try to be polite, but most interactions you have with
her are met with attitude and argument. Latosha has spent a lot of time in the Slide will advance once
discipline office this year which has put her behind in several of her classes. You correct answer has been
are working diligently to stay calm and continue to treat Latosha respectfully. identified.
Today has been another difficult day with Latosha. Your students are supposed
to be working in collaborative groups, but two of Latosha’s group members have
asked to be moved to another group because Latosha keeps using foul language
and won’t do any work. After receiving the report from her group members, you
kneel down next to Latosha and tell her how important it is to get her work
done and remind her that using foul language at school is not appropriate and
she responds by telling you that you “can’t tell her what to do” and “you’re not
my mom.” How should you further intervene with Latosha?
A. Kneel down and whisper, “Let’s talk about this later,” and walk away.
B. After school, talk to a couple of your fellow teachers and arrange to have an
extra desk available for Latosha if she needs a break from your class to regroup.
C. Ask Latosha if should could save the behavior for a more appropriate time.
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Screen title: Parent Contact Slide 20/36

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Parent contact is an effective intervention that Bullet points appear in white chalk like
should be discussed. If done correctly, parent Parent Contact text on the chalkboard photo
contact can usually be a pleasant experience
which focuses on doing what’s best for your Should always be used as a tool and Image and text remain for the duration
student. never as a threat of the slide.
Both Jim Fay and Todd Whitaker emphasize that The point is to create a unified front Slide Advances Automatically
parent contact is an important intervention, between the teacher and the parent
however, they stress that the contact should
always be used as a tool and never as a threat.
The concept of parent contact is to create a

unified front between you and the parent and to
get the parents on board with your plans for
future academic and behavioral interventions.
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Screen title: Parent Contact Part 2 Slide 21/36
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Many teachers try to use parent contact as a Bullet points appear over top of photo
threat to control student behavior. They use  It’s a tool not a threat of male teacher on the phone
phrases like “If you don’t fix your behavior, I going  Don’t inform the student
to have to call your parents.” The problem with  Be positive Image and text remain for the duration
this approach is that it gives the students an  State facts of the slide.
opportunity to tell the story first and to get their  Emphasize your desire for their
parents on their side before you’re able to make Slide advances automatically
student’s success
the call.
Both Fay and Whitaker suggest making a parent

phone call without the student being informed.
This ensures that parents receive your version of
the events and are more likely to side with you.
When making the call, try to be as positive as

possible. Your intent should not be to get the
student in trouble, but to improve behavior.
Make sure to state facts without bias, and always
explain how the behavior is negatively affecting
their child’s academic development. Most parents
want their kids to be successful, so presenting the
situation as your desire to work as a team to help
the student be successful is a good way to gain
parents trust and get them to work with you.
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Screen title: Document and Report Slide 22/36

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The seventh and final step is to document the Ways to Document Photo of hands typing on a keyboard
behavior and notify the proper authorities. panning forward. Text appears over
 Student Management System image.
Although following these steps should help to  Spreadsheet
reduce the amount of disruptive behavior in  Student file folder Slide advances automatically
your classroom, it is always important to  Behavior Log
document negative behavior and the steps you
took to intervene. Documentation Should Include:
Many student management systems have a  Date

built-in assertive discipline section that can be  Student Name
used for documentation. This is helpful, because  Description of Behavior
in the event that you are forced to send a  Intervention
student to the administration for disciplinary
reasons, your documentation can be accessed
by the administrators.
Your documentation, however, doesn’t have to

be so formal. Spreadsheets, file folders and
behavior logs will all serve the purpose.
Your documentation should include: the date,

student’s name, short description of behavior,
and what you did to intervene.
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Screen title: Recap Slide 23/36
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By now, you should have a good idea of the No strategy will solve all of your classroom Photo of teacher smiling while
seven steps to take to effectively manage disruption problems. bulleted points appear to the left.
disruptive student behavior in the classroom.
Keep in mind that no strategy will solve all of Following this plan should prepare you to: Next button appears in the lower
your classroom disruption problems. However,  Reduce Disruption right-hand corner
following the plan presented in this training  Improve Relationships
module should better prepare you to reduce  Reduce Stress
disruption, improve relationships with your  Create a More Positive Climate
students, reduce your stress, and create a more
positive classroom climate.
Let’s take a few minutes to apply what you’ve

learned. Click next to continue.
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Screen title: Mrs. Johnson and Trevor Slide 24/36
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Scenario What would you like to do next? Mrs. Johnson and Trevor enter the
Mrs. Johnson is a fourth-grade teacher. Today, slide as their names are narrated. Mrs.
during her social studies lesson, she was having a Assertive Discipline Johnson fades out and Trevor remains
difficult time with Trevor, one of her students. Trevor’s Background on the right side of the slide.
Several times today, Mrs. Johnson has had to stop Respond
Navigation buttons appear to choose
her instruction because Trevor was trying to talk to
where to go next.
everyone around him. Mrs. Johnson is concerned
because she knows that both Trevor and the
students around him are missing out on the
instruction because of the distraction. Mrs.
Johnson’s patience is wearing thin and she needs to
come up with a solution to get Trevor back on task.
What do you think she should do?
To see Trevor’s assertive discipline record, click

“Assertive Discipline.” To hear what Mrs. Johnson
has learned about Trevor’s background, click
“Trevor’s Background,” to give your input, click
respond.
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Screen title: Trevor’s Background Slide 25/36
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I first met Trevor in October, he had just moved Trevor’s Background Both Mrs. Johnson and Trevor appear.
to the area and was new to our school. At first, Once the narration has concluded, a
he always seemed angry. I would tell him, navigation button appears to go back
“Good morning,” and he wouldn’t respond, he to the scenario.
would just walk in the classroom and sit down.
He seemed to get along okay with his
classmates, but occasionally there was conflict
on the playground. There were a couple of
times when he was accused of cheating at a
game and he became defensive and started
threatening to fight other students. When I
asked him about his family, he told me that he
lived with his auntie because his mom had to
leave. When I asked him about his dad, he told
me that he didn’t have one. Looking at his
school records, I found that this was the sixth
school he had attended in the last four years.
Academically, he is performing at about a
second-grade level.
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Screen title: Trevor’s Assertive Discipline Slide 26/36
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Click on the return button to go back to the Trevor’s Assertive Discipline Report Navigation button to return to
scenario. scenario.
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Screen title: Mrs. Johnson and Trevor Question 1 Slide 27/36
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Feedback for intentional: Question 1 Navigation back to question 1
It is possible that Trevor is intentionally talking
to disrupt the class, however, based on what we Is Trevor’s disruptive behavior intentional or
know about Trevor’s background this may not unintentional.
be the best choice. Go back and give it another
shot. Intentional
Feedback for unintentional: Unintentional

We agree, there are many reasons that Trevor
could be avoiding his classwork. Based on his
background, the lesson content may be at a
higher level than he is able to comprehend so
he has lost interest.
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Screen title: Mrs. Johnson and Trevor Question 2 Slide 28/36
Feedback for option 1: What would be the best way for Mrs. Johnson Navigation back to question 2 for
This might not be the best choice. Trevor has to intervene in this situation? incorrect answers
shown aggressive behavior in the past and
calling him out in front of his peers might make Call Trevor out from the front of the class and Navigation to next scenario for correct
him feel the need to defend himself by tell him he needs to stop talking. answer.
responding aggressively. Try again.
Move in on Trevor as a reminder that he needs
Feedback for option 2: to pay attention.
Moving in on Trevor is a good option, you are
clearly considering Trevor’s possible reaction. Send Trevor to a buddy teacher until he is able
This may have been a better option earlier in to sit in the classroom respectfully.
the day, however. Mrs. Johnson has had to stop
instruction several times today and it doesn’t
seem that Trevor is responding appropriately.
Try again.
Feedback for option 3:

We agree! Although removing a student from
the classroom isn’t always the best option, after
other options have been exhausted, the
disruptive student may need to be temporarily
removed from his audience to regroup. Good
choice.
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Screen title: Mr. Rivera and Rebecca Slide 29/36
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Mr. Rivera is a ninth-grade English teacher. What would you like to do next? Mr. Rivera and Rebecca enter the slide
Today, during his fourth period American as their names are narrated. Mr.
Literature class, while the class was reading a Rivera fades out and Rebecca remains
novel, he caught Rebecca texting other students Assertive Discipline on the right side of the slide.
in the class with a phone she was hiding in her Rebecca’s Background Navigation buttons appear to choose
lap. Although, according to school rules, cell Respond where to go next.
phones are not allowed to be out in class, due
to liability issues, the school district has recently
implemented a policy that states that school
staff are no longer allowed to confiscate cell
phones. Mr. Rivera is not sure what to do. To an
extent, he feels his hands are tied. Mr. Rivera is
a new teacher and he feels that if he sends
Rebecca to the office for this, it will appear that
he doesn’t have control of his students, which
may reflect poorly on his evaluation. On the
other hand, if he ignores the behavior he is
concerned that it will set a bad precedence in
the class. How should Mr. Rivera proceed?
To see Rebecca’s assertive discipline record,

click “Assertive Discipline.” To hear what Mr.
Rivera has learned about Rebecca’s background,
click “Rebecca’s Background,” to give your
input, click respond.
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Screen title: Rebecca’s Background Slide 30/36
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Rebecca has been in my fourth period class Rebecca’s Background Both Mr. Rivera and Rebecca appear.
since the first day of the school year. She has Once the narration has concluded, a
always been friendly and has a positive attitude. navigation button appears to go back
She is usually pretty good about turning in her to the scenario.
assignments and she has good grades. I don’t
know her all that well because I only see her
during my 50-minute literature class, but she
seems like a nice girl. In checking her academic
records, I found that she has been in our school
district since kindergarten and this is only her
second school, as she attended a kindergarten
through eighth grade school before starting
high school. She lives with both of her parents. I
had the opportunity to meet both of her
parents at back-to-school night and they
seemed very supportive. In fact, I remember
them saying if I needed anything to just let
them know.
Page 34 of 40
Screen title: Rebecca’s Assertive Discipline Slide 31/36
Re Reduc
Click on the return button to go back to the Rebecca Assertive Discipline Report Navigation button to return to
scenario. scenario.
Page 35 of 40
Screen title: Mr. Rivera and Rebecca Question 1 Slide 32/36
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Feedback for Intentional: Question 1 Navigation back to question 2
Definitely intentional! Rebecca knows that she
shouldn’t have her phone out in class. The fact Is Rebecca’s defiant behavior intentional or
that she is trying to hide it shows that she is unintentional.
intentionally breaking the rules.
Intentional
Feedback for Unintentional:
We might want to give this a little more Unintentional
thought. Although teenagers may instinctually
pull out their phones, the fact that she is trying
to hide it proves her intent.
Page 36 of 40
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Feedback for Attention: Question 2 Navigation back to question 2
Most likely! Rebecca’s recent behavior has
shown that she is likely trying to gain attention What could possibly be motivating Rebecca’s
from her peers. Texting in class is another actions?
example of this.
A. Attention
Feedback for Self-Esteem Issues: B. Self-Esteem Issues
Although this is a possibility, based on the C. Boredom
information we have, it doesn’t seem like the
most likely option. If this is how Mr. Rivera
feels, he can always investigate further. Try
another option.
Feedback for Boredom:

This is definitely a possibility, however,
Rebecca’s pleasant attitude along with her
academic strengths may lead us to a more likely
conclusion. Try another option.
Page 37 of 40
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Feedback for Option 1: What would be the best way for Mr. Navigation back to question 2 for
This is not a bad way to intervene. Based on what we Rivera to intervene in this situation? incorrect answers
know about Rebecca, she has not been one to break
the rules much in the past and she may respond A. Kneel down beside Rebecca and Navigation to quiz results for correct
positively, however, based on her assertive discipline, quietly reminder her that cell answer.
it would seem that she is on a bit of a rebellious phones are not allowed in class.
streak and may need a tougher consequence. Try
B. Write a referral and send Rebecca
again.
to the office.
Feedback for Option 2: C. Wait until after-school and make a
A referral at this point may be a bit extreme, call to Rebecca’s parents and ask
especially considering that until now Mr. Rivera and them to help.
Rebecca have had a relatively positive relationship. If
other interventions don’t work, Mr. Rivera may need
to revisit this option in the future, but right now he
has more effective options. Try another option.
Feedback for Option 3:

This seems like a good solution. Rebecca’s parents
seem very supportive and involved. Based on
Rebecca’s recent assertive discipline, it seems like she
may be going through a bit of a rebellious streak.
Keeping her parents informed is probably best for
everyone and they may have greater influence than
Mr. Rivera or an administrator.
Page 38 of 40
Screen title: Quiz Results Slide 35/36
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Nice Job! Quiz Results Navigation back to question 2
Page 39 of 40
Screen title: References 36/36
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Reference Slide Reference Slide Exit Button
Page 40 of 40

Eric Zachary Reducing Student Disruptions Storyboard Final

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Eric Zachary Reducing Student Disruptions Storyboard Final

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Reducing Student Disruption in the Classroom

Screen title: Reducing Student Disruption in the Classroom Slide 1/36

Screen title: Title Screen Slide 2/36

Soft music Classroom Management 5 second slide

Reducing Student Disruption in the Slide advances automatically

Screen title: Introduction Slide 3/36

Picture a time when you planned out a Full screen photo of a

Screen title: Objectives 4/36

Screen title: The Seven Steps Slide 5/36

Screen title: Recognize the Disruptive Behavior 6/36

 Be active in the classroom, don’t be tethered

Screen title: Knowledge Check 1 Slide 7/36

A.) Instead of teaching, she tried to entertain her students with a

Screen title: Stay Calm Slide 8/36

Understandably, all of this pressure can cause a teacher

So, what can you do to stay calm in these stressful

First and foremost, don’t ever argue with your students.

Next, don’t take it personally, as we will learn later in

Remember, you set the tone in your classroom. Make

Screen title: Knowledge Check 2 Slide 9/36

Mr. Ruiz wants to make sure his observation goes

What mistake did Mr. Ruiz make?

Screen title: Stop and Assess the Situation Slide 10/36

By taking a brief moment to stop and

When a disruption occurs, there are two

First, we want to determine the

Second, we want to determine the

Screen title: Knowledge Check 3 Slide 12/36

In this scenario, after considering the student’s typical behavior,

Screen title: Knowledge Check 4 Slide 13/36

Slide will advance once correct answer

Screen title: Determine the Drivers Slide 14/36

Some common drivers of disruptive behavior

Screen title: Intervene Slide 15/36

Let’s take a minute to explore a few of the

In one of these situations, your goal should be

Screen title: Intervene Part 2 Slide 16/36

Moving in on the Student refers to simply walking over

Getting into closer proximity with the student is

If the first three steps haven’t worked, and the student

Screen title: Intervene Part 3 Slide 17/36

Let’s Talk About This Later is an intervention that

If you’ve built a positive relationship with the student

Screen title: Knowledge Check 5 Slide 18/36

A. Move in on the student and place

Screen title: Knowledge Check 6 Slide 19/36

Screen title: Parent Contact Slide 20/36

The concept of parent contact is to create a

Both Fay and Whitaker suggest making a parent

When making the call, try to be as positive as

Screen title: Document and Report Slide 22/36

Many student management systems have a  Date

Your documentation, however, doesn’t have to

Your documentation should include: the date,

Let’s take a few minutes to apply what you’ve

To see Trevor’s assertive discipline record, click

Feedback for unintentional: Unintentional

Feedback for option 3:

To see Rebecca’s assertive discipline record,

Feedback for Boredom:

Feedback for Option 3:

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