PLC Group 2 Presentation

Creating Positive Classroom Routines for Disruptive Students

0:00 - 1:46
The Spark: Inquiry & Inspiration
Chris, Lucas, Sierra, Jenna
  • Shared challenges across grade levels (K-6).
  • Disruptive behaviors: calling out, off-task, power dynamics.
  • Asynchronous development in gifted students: intellectual ability outpaces emotional regulation.
  • Identified themes: Verbal/emotional disruptions & Unmet needs in gifted learners.
1:46
INQUIRY QUESTION

"How to create positive classroom routines for disruptive students to promote engagement?"

1:51 - 3:17
Giftedness & Asynchronous Development
Davidson Academy, Reis, Burns, Renzulli, Park, Silverman
  • Advanced cognitive abilities vs. emotional regulation skills.
  • Curriculum Compacting: Streamlining mastered content.
  • Independent Study: Alternative programming when compacting isn't feasible.
  • The Relational Aspect: "These children need teachers willing to listen and understand."
3:17 - 4:41
Flexible & Responsive Practice
VanTassel-Baska, Stambaugh
  • Moving beyond rigid grade-level expectations.
  • Curriculum modification: adding depth and complexity.
  • Scaffolding and feedback for advanced resources.
  • Match student readiness to instructional challenge.
4:41 - 6:41
Self-Paced & Asynchronous Learning
Office of Teaching and Learning (2020), McLeod (2026)
  • Self-paced learning reduces stress and pressure.
  • Asynchronous formats provide time for critical thinking and reflection.
  • Helpful for periods of over-stimulation or emotional dysregulation.
  • Synchronous time shifted to: active learning, collaboration, and feedback.
6:41 - 8:19
The UDL Roadmap
Fovet (2021), Meyer & Rose (2014)
  • Correlation: Challenging behavior vs. Student engagement.
  • Increased engagement = Decreased problematic behaviors.
  • Strengths-based approach: Moving away from behavior as pathology.
  • Social-emotional capacity: self-awareness, empathy, regulation.
8:19 - 11:12
The "Warm Boss": Authoritative Structure
Hattie (2010), Marzano (2003)
  • Teacher Dominance (d = 0.87): Providing clear, unwavering leadership.
  • High participation routines: No hiding, no opting out (Cold calling, choral reviews).
  • Safety through structure: Students prefer teachers who "take charge."
  • Critical Caution: Pair high structure with high warmth.

PLC Group 2 | Winter 2026 | EDUC 556

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