Giving a Student His Space

I observed a small, IEP-only biology class (9 students) taught by a special education teacher, Ms. H. There was also a teaching assistant in the classroom to provide extra attention to students who needed it. One student, J, sat in a chair at the front of the room, next to Ms. H's desk; J kept his head on the desk for much of the period, occasionally banged on the desk, and generally did his best to register his disinterest in the lesson.

What I found really instructive was Ms. H's approach to J. Whenever he engaged in a distracting behavior, she did several things. First, she made a physical approach; second, she made calm physical contact with J (a hand on an arm, a quick "are you okay" rub on the back, etc); third, she would politely ask J to either stop or tone down the behavior; then, and this seemed like the key, she would walk away and continue the lesson without waiting for J's response.

Though J did not seem to ever fully engage in the lesson, Ms. H was successful in redirecting his behaviors. I asked her about J after the class, and she said that J would work with her, but only on his own terms. The perception of power and control was very important to him, and if she forced a confrontation over a behavior, then J would resist the intervention.

She went on to say that J listened more closely than he let on, and often came to her with questions after class or the next day.

I think this was a great example of giving a student space and the value of defusing, rather than escalating, potential conflicts.

- O+B