(13.2) consider a student who is disruptively talking to a neighbor while you are teaching. Develop and list a full continuum of responses for dealing with the unproductive learning behavior.

Teaching Self-Regulation Strategies

         In preschool, self-regulation strategies typically are accomplished when rules have been internalized. A child who is disrupting group may need some help remembering what is supposed to happen in this setting. He may need to be reminded to raise a hand, wait till after the story, or that he may talk with his friends after group. For a while, he will have to be reminded of these things a lot but they will become internalized and he can remind himself.

Ignore behavior –

       One of the first teachers I ever worked with gave me a piece of advice I have never forgotten: Ignore negative behavior and reward good behaviors. In a preschool setting, ignoring a child talking during group is a strategy that typically works. The child may be disruptive but by not pointing out the misbehavior and do whatever it takes for the other children focus on what is happening in group, hopefully, the behavior will decrease.   

 Cueing-

        In some cases, ignoring my not be enough to stop the behavior. Using sign language as an alternative to having to stop group for everyone may help in this situation. Signing the word “stop” or “quiet” may help the child realize he is being disruptive.  

 Parent Conference

        If the behavior continues, becomes more aggressive, or affects others a parent conference may be needed. Before the conference, I would give parents the opportunity to observe the childs behavior.  The goal here is not to get the children in “trouble” or to embarrass the parents but to figure out how to correct the situation.  Parents know their children better than anyone, and may have some helpful advice on what should be done.