Resist Reacting
With the technique, Resist Reacting, you focus on ignoring secondary misbehaviours that can arise when a student has been told off (unless these cross a line that is unacceptable). For example, having told a student off for talking while you were talking (the primary misbehaviour), they might say ‘Sorry!” in a sarcastic tone. This is a secondary misbehaviour, which is usually best ignored.
Why use this technique?
The primary misbehaviour was what you wanted to address, and you have done that. The chances are: it will stop. If you react to the secondary misbehaviour, you risk a tertiary misbehaviour, and so on. Resist Reacting is about nipping things in the bud, so you can focus your time and effort on the teaching at hand.
Notes and tips
Don’t confuse Resist Reacting with ignoring primary misbehaviours. If you do that, inadvertently, you can create a culture of low expectations and poor behavioural norms.
Resisting reacting in the moment doesn’t mean a secondary misbehaviour can’t be addressed at some point later in the lesson. For example, you might choose to speak with a student privately about the secondary misbehaviour towards the end of the lesson.
Focused reflection
How well do you currently use this technique?
Is it a technique you will focus on developing?
If so, what are the key features you will focus on (things to do, and not do)?