The Chatty Student

Connecting with the Classroom: Crack the Case

Mrs. Welch was a new middle school language-arts teacher. Prior to beginning her
new position, she developed a classroom management plan that mirrored the code of
conduct for the school. She expected the students to behave respectfully toward her and
toward their classmates. She also expected them to respect school property and the
learning environment. In addition, she expected them to keep their hands, feet, and
possessions to themselves. Minor behavioral infractions were to result in a verbal warning.
Further infractions would net more severe consequences in steps: a detention, a referral
to the office, and a call to the students’ parents. Mrs. Welch was pleased with her
management plan. She distributed it to students on the first day of class. She also
distributed it to parents at the annual Back-to-School Night during the first week of school.
Darius, a student in one of Mrs. Welch’s seventh-grade classes, was what Mrs. Welch
termed “chatty.” He was very social and spent much of his class time talking to other
students rather than working. Mrs. Welch tried moving him to different parts of the room
and tried seating him next to students to whom she had never seen him talk, neither of
which decreased his chattiness. He simply made new friends and continued chatting,
sometimes disrupting the class in the process. She tried seating him next to girls, and this
seemed to make things even worse. Darius was very bright in addition to being very social.
Although he was only in seventh grade, he was taking algebra with a group of
mathematically advanced eighth-grade students. This was something of an anomaly in this
school; in fact, it had never been done previously. The algebra teacher, Mrs. Zaccinelli, and
Darius had a good relationship. He never disrupted her class or misbehaved in any way in
her class. Mrs. Zaccinelli was amazed to hear that Darius did not always behave
appropriately in his other classes. Mrs. Zaccinelli served as Mrs. Welch’s mentor. She had
helped Mrs. Welch to write her classroom management plan and served as a sounding
board when she had difficulties. At one point when Mrs. Welch was discussing her eighth-
grade classes, Mrs. Zaccinelli referred to inclusion in the eighth-grade algebra class as “a
privilege, not a right.” She further told Mrs. Welch that she expected her students to behave
appropriately at all times.

The next day, Darius was especially talkative in class. Mrs. Welch asked him to stop
talking. He did, but he resumed his chatter within five minutes. When he began talking
again, Mrs. Welch took him aside and told him loudly, “That’s it, Darius. I’m going to have
you removed from algebra class. You know taking that class is a privilege, not a right.”
Darius was stunned. He sat quietly for the rest of the period but did not participate. He
made no eye contact with Mrs. Welch or any other students. The rest of the day was
something of a blur to him. He had no idea how he would explain this to his parents.
When Darius told his mother he was going to be removed from algebra for his
behavior in language arts, she immediately went to see Mrs. Welch. She tried to tell Mrs.
Welch that to remove Darius from algebra would be to deny him the free and appropriate
public education to which he (and all other students) was entitled.
Mrs. Welch held her ground and insisted that she could and would have his placement
altered.
1. What are the issues in this case?
2. Is removal from algebra class an appropriate consequence for Darius? Why or why not?
3. Do you think removal from algebra class would have a positive effect on Darius’
behavior? Why or why not?
4. What impact do you think this would have on his motivation in school?
5. How do you think this situation will affect the relationship between Mrs. Welch and
Darius?
6. What do you think Darius’ mother will do now?
7. How do you think Mrs. Zaccinelli will react when she hears about the situation?
8. How do you think the principal will react?
9. What should Mrs. Welch do?
10. How would Mrs. Welch’s strategy of moving Darius to quiet him be characterized?
a. This is an example of a minor intervention.
b. This is an example of a moderate intervention.
c. This is an example of a severe intervention.
d. This is an example of an effective intervention.
11. Which of the following is likely to be the most effective way for Mrs. Welch to deal with
Darius’ chatty behavior?
a. Make Darius write out a page of the dictionary.
b. Put tape over Darius’ mouth.
c. Isolate Darius from his peers for the remainder of the period.
d. Send Darius to the office for the principal to discipline.