Classroom Observation Paper

When students are disruptive, teachers must react quickly - and correctly.

So, how does a preservice teacher learn to do that? Same as with any other skill - practice. And talking with and observing colleagues. And taking classes.

Here's how Sandy, a preservice 6th grade teacher, and her cooperating teacher handled a disruptive student Sandy faced:

The boy, who was mature for his age, was having trouble settling down to work and was being quite disruptive. After subtle attempts to quell the disruption, Sandy spoke directly to the boy. As she was speaking to him, he stood up and stared at her aggressively, and became verbally abusive. She asked him to leave and as he left, he made an obscene gesture and a sexually explicit comment. She was taken aback, but she knew she had to respond. She looked around the room at the other students, who were suddenly silent. They were unsure what was going to happen and looked to her as the teacher to see what she would do. Sandy immediately escorted the student to the door and turned him over to her cooperating teacher, who had been working with a small group outside the classroom. Sandy then went back to the class, took a deep breath, and restarted the lesson. Sandy reacted instinctively and she handled the situation appropriately for several reasons:

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• She established that she was the teacher, was capable, and was in charge, even though a student teacher.

• She reassured the rest of the students that they were in a safe environment after the unsettling outburst and challenge to authority.

How did the Liz, the cooperating teacher, handle the disruptive