Surface Management Strategies

Mr. Anderson notices Alex making a sarcastic comment about the sonnet being discussed. Instead of directly addressing the comment, Mr. Anderson says, "That's an interesting perspective, Alex. Let's explore that further. How might the themes in this sonnet connect to our modern experiences?

• Proximity Control

• Planned Ignoring

• Redirecting

• Interest Boosting

When Alex persists in making disruptive comments, Mr. Anderson casually moves closer to Alex's desk while continuing the lesson. The physical presence of the teacher often serves as a non-verbal cue to redirect attention, encouraging Alex to refocus on the class content.

• Proximity Control

• Planned Ignoring

• Redirecting

• Interest Boosting

As Alex continues to make attention-seeking remarks, Mr. Anderson refrains from responding to off-topic comments, focusing his attention on students who are actively engaged in the discussion. By withholding attention, Mr. Anderson aims to discourage disruptive behavior.

• Hurdle Help

• Signaling

• Proximity Control

• Planned Ignoring

Observing that Alex struggles with the language of the sonnet, instead of reprimanding Alex for not understanding, Mr. Anderson provides additional explanations, breaking down complex language and encouraging questions to ensure everyone, including Alex, comprehends the material.

• Hurdle Help

• Antiseptic Bouncing

• Use of Humor

• Removing the Object

Recognizing that Alex may not find Shakespearean sonnets inherently interesting, Mr. Anderson incorporates elements that might capture his attention. He connects the themes of the sonnet to contemporary issues or references popular culture, making the material more relatable and engaging for Alex and the rest of the class.

• Interest Boosting

• Signaling

• Proximity Control

• Planned Ignoring

To discreetly address Alex's behavior, Mr. Anderson uses a predetermined non-verbal cue, such as a raised eyebrow or a subtle hand gesture, to communicate to Alex that his current behavior is not appropriate without disrupting the flow of the lesson.

• Interest Boosting

• Signaling

• Proximity Control

• Planned Ignoring

If Alex starts doodling or using a distracting object during the lesson, Mr. Anderson calmly and discreetly asks him to put the object away, emphasizing the importance of focusing on the class content. This helps eliminate potential sources of distraction.

• Antiseptic Bouncing

• Use of Humor

• Removing the Object

• Planned Ignoring

If Alex's displays disruptive behavior, Mr. Anderson might ask Alex to complete a related but non-disruptive task, such as returning the stack of class books to the library. This will give Alex a brief break and a way to release some energy allowing him to focus on his work when he returns.

• Antiseptic Bouncing

• Use of Humor

• Removing the Object

• Planned Ignoring