When getting a laugh or avoiding a mistake takes over

Manal Raoui  |  manalraoui.com

A student is working on a task, makes a comment that gets a laugh, and follows it with another. They leave the work they started. Another student wants to understand the solution but refuses to share an attempt. “I won't answer until I'm sure it's right.”

A quick reward can cost the student an opportunity to learn. Keeping classmates laughing takes time away from the work. Protecting their image can keep them from showing an attempt they could develop.

A request to stop the comments or try an answer may get the student back into the activity. They also need to learn to notice when two aims compete and decide which action protects the learning they want to pursue.

Help students identify what they want from the situation right now. They consider what their choice would do to their learning goal and choose an action that lets them keep working toward it. Wanting acceptance or recognition becomes an obstacle when it drives choices at the expense of learning. A student can sometimes serve both aims by strengthening relationships through a useful contribution or by showing progress through an explanation of an attempt they can still revise.

Introduce the visual aid to the class

Use fictional examples to introduce “What's guiding my choice right now?” Ask students how an action might serve one goal and interfere with another. Keep the aid visible. Students can use the question privately to consider a choice before acting.

Bring the student back to a decision

Use a signal the class recognizes. If a conversation is needed, keep it brief and private. “Does this help you learn what you wanted to learn? What else could you do?” Let the student make a decision they can act on. A longer conversation about their reasons can happen later if needed.

Signs of progress

Humor and the wish for recognition can still have a place. Look for students who:

• notice when another aim is competing with learning
• explain what a choice would do to their participation
• choose an action that keeps their learning goal possible
• recover that priority with less help

Add individual support where needed

Introduce the aid to the whole class first. Some students will only need a reminder. Others will need help finding an option that lets them keep learning without putting themselves in a difficult social situation.