Redirection Done Three Ways

Guest Dragon Dropper Hang Le, an undergraduate student at Swarthmore College, has been assisting Stacey in researching "what works here" at Freire. In her recent observations of Freire classrooms, Hang noticed something special about how our teachers get their students' attention back from a distraction or negative behavior. She reflects on what she witnessed here:

Imagine a typical class period: The teacher is moving smoothly through their agenda and students are focused and absorbed in their work. Then, all of a sudden, an individual student does something that throws off the productive energy. They pitch a paper wad into the trash from three rows away--and miss. Everyone laughs. They collapse into a melodramatic sneezing fit--without covering their mouth. Every cringes. They exclaim loudly that they forgot their homework in their locker--and beg to go retrieve it. Everyone waits for the teacher to make an exception or hold firm. Regardless of the behavior, the effect is the same: The careful and complex web of learning woven by the teacher gets tugged at and torn, and rebuilding it (while keeping the other students positive and on task!) can be a challenge, even for a veteran teacher.

It seems impossible to avoid these kinds of scenarios, no matter how well the teacher establishes behavioral standards in the classroom or how engaging the curriculum is. I have been impressed by how Freire teachers employ multiple strategies to respond to individual acts of misbehavior. Especially interesting is how teachers are able to avoid small, individual behaviors from becoming a bigger disruption for the whole class or creating an attitude of general hostility in the students. 

In Ms. Jamie’s Algebra I class, I noticed that although most of her 9th grade students were very engaged in the material, one student in the corner of the classroom was clearly having a rather...rowdy day. Ms. Jamie first addressed his disruptive behavior individually while other students kept working on their worksheets. She said in a gentle but firm tone, “Stop it. If you need to step out for one moment you can do so. Otherwise, I need you to focus."

While this worked for a time, the student again succumbed to distraction. Ms. Jamie then switched to calling out the student's name in front of the whole class--but instead of reprimanding him harshly, she used a clear but humorous tone. While making a reeling motion as if she were going fishing, she said, “I’m reeling you back in. Get it?” Here, Ms. Jamie avoided provoking further tension in the classroom. The student who had misbehaved laughed along with his peers at her joke, but he also seemed chastened and stayed on task for quite a long time afterward.

Later in class, this same student started carrying on a side conversation with a nearby classmate. Not losing her cool, but also not letting him off the hook,  an ever persistent Ms. Jamie did not call him out again. Instead, she calmly began a few laps around the room, moving frequently to the area of the classroom where the distracted student was seated. By doing so, Ms. Jamie used her bodily presence to get the boy back on task. I thought this was a great way to not let the disruptive behavior further affect the learning happening in her class while still maintaining a cordial relationship with the student. Ms. Jamie had ensured a positive learning environment for all without having to turn into a ‘tyrant’ in the classroom.

Small Acts of Kindness

Guest Dragon Dropper Hang Le, an undergraduate student at Swarthmore College, has been assisting Stacey in researching "what works here" at Freire. In her recent observations of Freire classrooms, Hang noticed something special about our teachers. She reflects on what she witnessed here:

One of a teacher's most important tasks is to create a positive learning atmosphere that encourages all students to participate and feel good about learning. But how exactly do teachers build such rapport? How do they foster these kinds of close, caring relationships? As someone who is currently in an "in-between" stage--not really a student, but not a teacher, either--I have become particularly conscious of how the power dynamics between teachers and students can make it difficult to build good rapport and make classrooms places of collaboration, not resistance. After observing teachers at Freire, though, I began to see that perhaps it's all about the small acts of respect and kindness that teachers engage in (perhaps even unconsciously!) every day.

For example, Ms. Lisa, 9th and 12th grade English teacher, likes to stand in front of the classroom door and greet every single student by name. Some students also stop to chat with her, not only with questions about the class but also with updates about their personal lives. The transitions between classes are always hectic, but they are also times where teachers can afford to drop the mask of "serious business" and be more friendly with their students. (Ms. Lisa also uses this time at the door to take attendance, which I thought was a brilliant way to multitask!)

Consistent encouragement and acknowledgement of students' group work are also ways I noticed Freire teachers showing respect and building rapport. It's not just about saying "good job" in response to students' answers, though. In Mr. Jason's 12th grade Biology class, as students were doing individual worksheets, he would occasionally say to the entire class, "Alright! You guys are doing great! We'll reconvene in about four minutes." It's such an effective way to both remind students of the time as well as to make the learning environment more positive.

In another classroom, I noticed that Ms. Taryn is not afraid to single out students--and not for the usual reprimand, either. Instead, she acknowledges what good work the individual student has been doing in that session. I know how much I personally liked it when teachers acknowledge my efforts, and the many hands volunteering to answer questions in Ms. Taryn's class show that her students feel the same way.

Relationships are strengthened over time by the small gestures and words of kindness that are easily overlooked. It's about the smiles, the "thank you's" after calling for attention, the verbal acknowledgement of good work. They not only show the care that teachers have for our students, they also show the respect that we have for them as members in the community. Go, Dragons!