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Valdes Kristel STRATEGY 1

The document outlines strategies for managing distractions in a second-grade classroom during a math lesson. It suggests using non-verbal cues, calm redirection, clear expectations, engaging activities, and praising positive behavior to refocus students. If distractions persist, offering a brief 'calm down' break is recommended to help students regain focus.

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Nicole Salting
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12 views2 pages

Valdes Kristel STRATEGY 1

The document outlines strategies for managing distractions in a second-grade classroom during a math lesson. It suggests using non-verbal cues, calm redirection, clear expectations, engaging activities, and praising positive behavior to refocus students. If distractions persist, offering a brief 'calm down' break is recommended to help students regain focus.

Uploaded by

Nicole Salting
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Physical Education and Health

Scenario: You are teaching a group of 20 second-grade students in a classroom. During a


math lesson, a small group of students in the back start chatting and playing with their pencils.
The noise is distracting, and some students in the front are trying to focus but are visibly
distracted. You’ve already asked them once to stop, but they continue talking.

Strategy: Use a Visual or Non-Verbal Cue, Then Offer a Calm Redirection


1. Non-Verbal Cue: Without interrupting the lesson, use a pre-established visual cue, like
raising your hand or holding up a stop sign card. This simple gesture lets students know
that their attention is needed without you needing to yell or stop the lesson completely.
In a classroom with younger students, they may understand that this is a signal to quiet
down and focus.

2. Calm Redirection with Positive Language: Walk over to the group of students who are
talking. Gently kneel or crouch down to their level so you’re not intimidating. Say
something like, "I see you’re excited, but we need to save our talking for after we finish
the lesson. I need you to listen so we can all learn together."

3. Provide Clear and Immediate Expectations: You could add, “If you need help or have
questions, raise your hand, and I’ll come to you. Let’s get back on track so everyone can
learn.”

4. Engage the Class with a Quick, Fun Activity: Sometimes, elementary students need a
quick change of pace to refocus. You could ask the class a quick, interactive question
related to the lesson, like “Can anyone tell me one thing we need to do to add numbers
correctly?” Calling on a student who is focused can help refocus the room.

5. Praise Positive Behavior: After the group settles down, make sure to praise students
who are following the rules: “I really like how Sarah is sitting quietly and listening.
Thanks for staying on task, Sarah!” This reinforces the behavior you want to see and
encourages others to follow suit.

6. Provide a Break If Needed: If the behavior continues despite redirection, consider


offering a “calm down” break for the students who are having difficulty focusing. You can
say, “If you need to take a quick break, you can quietly sit at the back of the room for a
minute and then come back ready to work.”

It will work ,because visual cues help younger students understand when it’s time to
quiet down without requiring a verbal interruption. Moreover, redirection will gently
guide students back to the task in a calm, positive way, shows respect and keeps the
learning environment intact. Also , praise and engagement because, they will
acknowledge good behavior and using engaging activities to refocus the class creates a
positive, motivating atmosphere.
Submitted by :
Kristel L. Valdes

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