Problem Behavior: Disrupts class with talking-out or acting-out behavior that causes others to laugh
Probable functions: Attention-seeking or Task-avoidance
Common Mistakes Made by Teachers:
- Overreacting to the clowning behaviors
o The first step (often neglected) is to decide whether any action is needed—ask yourself what the harm is in the behavior. If, without rationalizing, it constitutes a serious enough disruption of learning then respond. Otherwise, no action may be needed.
o If the student indeed needs to be corrected, ensure that the response is emotionless and appropriate for the behavior being exhibited.
o Most clownish student behavior is maintained by attention or task-avoidance, and in either case overreaction feeds into the problem.
- Pretending funny behavior is not funny
o Perhaps no behavior is more stereotypical than the infamous teacher retort, “That’s not funny, young man!” However, when everyone is already laughing, it is both illogical and ineffective.
o Sometimes it minimizes problem behavior to simply acknowledge the joke and move forward—even affirm the student for his quick wit, then quickly redirect to task.
- Attempting to out-clown the clown
o Teachers who engage in sarcastic exchanges with students quickly cross lines of professionalism.
o A student who is disrupting the class with wise-cracks to gain attention or escape a classroom task would like nothing better than to go 20 rounds with you—punchline for punchline.
Communication Strategies:
- Link the recognition of (and even affirmation of) humor to your redirection. For example, Lewis makes a joke during math class and the teacher responds, “That was pretty funny. And now back to page 272 so you will know how to count all that money you make on Last Comic Standing.”
- Begin with a simple hand gesture to cue the student back to task. If the gesture is not enough, add a simple and clear statement that corrects the behavior without calling much more attention to the student. Phrases like “This is not the time” or even more briefly, “Not now” are accurate, instructional, and efficient.
- Sometimes a simple redirection of laughing classmates can effectively neutralize the audience for the clownish behaviors. Again, refrain from trying to convince the peers that the jokes they are laughing about is not really funny or beginning a public diatribe about maturity.
Other Ideas:
- Have a conference with the student and discuss the possibility of setting aside times for the student to share his humor with the class. Spotlight-cravers will jump at this opportunity and, who knows, you might cultivate the next Chris Rock.
- Try to find opportunities to give attention to the clownfish when he is not clowning. “Attention deposits” can be made in small doses so as to avoid the student’s taking attention later down the road.
- Use special “Check Your Behavior Cards” that specifically communicate to the clownfish that the interjection of a joke is not appropriate. Even just a picture card with a smile and a clock can be used to let the student know, “This is not the time to disrupt with jokes.”
- Though it may be hard to imagine, often clownfish would rather not be in this role. In fact, humor often masks anxiety and pain. A chronic clown should prompt you to take a look at what emotional triggers might be at play.
- Share a book with your clownfish like Class Clown by Johanna Hurwitz (1999), Jigsaw Jones #12: The Case of the Class Clown, or for older students Careers for Class Clowns and Other Engaging Types by Jan Goldberg. These books may help the student gain perspective on the behaviors and find appropriate avenues for these tendencies.
