Managing the Disengaged Student During Classroom Counseling Lessons

When I recently spoke with school counselors who are new to the field, one counselor explained, “The ASCA National Model and resources have changed the way I conduct lessons and share information with students.” Using the ASCA lessons helps her align the curriculum to the mindsets and behaviors and make the overall experience more meaningful for students. This feedback solidifies that counseling lessons are a vital component of school counseling programs to address academic planning, social/emotional development and postsecondary planning. School counselors in New Jersey are no longer required to possess teaching experience, but I discovered that new school counselors are prepared to design programs and use the ASCA lesson plan template to ensure they are covering the ASCA mindset and behavior domains to develop clear objectives, meaningful lessons, and incorporate evaluation tools into the activities.
 
As a counseling supervisor overseeing 18 counselors, I have found that although school counselors may develop dynamic group activities, students may not always share their enthusiasm for the content. When this happens, students may engage in disruptive behaviors that counselors are not always prepared to handle. The impact of these counseling curricular programs relies heavily on how effectively school counselors manage the behavior of students while educating them. An important teaching skill is determining the difference between students being disrespectful and disruptive. When disruptive behavior occurs, it can appear disrespectful on the surface. Effective educators take a step back and consider the student's situation, possible disability, or other circumstances that may be impacting behavior.
 
Students may become disengaged during presentations because the lesson does not interest them. Sometimes they lack the self-control to remain a respectful participant during the activities. Sometimes students are affected by their classmates and succumb to peer pressure. In all of these scenarios, it is vital for school counselors to effectively address the behavior so learning is not adversely affected for the rest of the class. Many school counselors find it helpful to meet with teachers prior to counseling lessons so they understand students’ needs and teachers’ effective strategies.
 
School counselors can learn strategies from visiting classrooms and observing the teachers with whom they work. These visits also reinforce to teachers that we are collaborative partners in meeting the students’ needs. When beginning a lesson, counselors can discus expectations of the students, reinforcing the teacher’s classroom management style and student responsibility. It also secures student buy-in and reduces opportunities for disruption. The counselor should also give the students time to ask questions relative to these expectations. Another effective strategy is to ask students to participate in establishing guidelines for the discussion.
 
Many tools can help us ensure students are engaging in the discussion. Some key questions to reflect upon include:

• How do I ensure I am engaging all students and not just the ones who raise their hands?
  • Some counselors use popsicle sticks with students’ names (many teachers already have these)
• How do I manage classroom discussions so students can engage with one another?
  • Consider allowing the last student who speaks to call on the next student with his/her hand raised. This puts the onus for guiding discussion on the group.
• What rules should be set in place for bathroom breaks/sharpening pencil/need for a tissue?
  • Some counselors allow breaks, with policies around signing out and one student leaving at a time. Make sure these rules are clear before the lesson begins.

If disruptions (such as side conversations) occur during a lesson, some counselors raise their voices and try to talk over student disruptions, but students typically do not stop talking. One approach is to walk near a student’s desk or area while continuing to teach the lesson. This nonverbal method helps by redirecting the students’ attention to the task at hand and makes the student aware of their disruption. Remember, negative behaviors may be occurring because the student is avoiding the information, trying to get attention, or may be embarrassed because they are not able to relate to the material. I remind counselors to meet with the students that were disruptive after presentations are complete to address behaviors and feelings during the presentation. Students often have a difficult time articulating why they were not respectful to themselves, the class and the presenter but take responsibility for their actions when there is a respectful conversation.
 
At times, students will fall short of classroom expectations. This is a learning experience and counselors should continuously reflect on their tools and practices. Even after 13 years in the profession, I make changes to my style, expectations and management tools to ensure the most effective meetings. We as school counselors are lifelong learners and can learn something new from someone every day – including from our fellow teachers.