{ "media_type": "text", "post_content": "How to deal with a student who always wants to share their thoughts? I have a student right now who constantly raises his hand to add his thoughts. Which would be great, except he will talk about literally anything that comes to his mind. The tricky thing is, it kind of relates to the content, and so I don't know how to help him filter out what he shares.\n", "post_id": "60ba50116af6d200225fea1d", "reply_count": 15, "vote_count": 2, "bowl_id": "5c751b9f2f6b98001bc666f8", "bowl_name": "Teachers", "feed_type": "crowd" }

How to deal with a student who always wants to share their thoughts? I have a student right now who constantly raises his hand to add his thoughts. Which would be great, except he will talk about literally anything that comes to his mind. The tricky thing is, it kind of relates to the content, and so I don't know how to help him filter out what he shares.

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Give him one time to share....let him know at the beginning of class he can only share one time during the class period....if he wants, he can write down his other thoughts on paper

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Let him know that the class enjoys his comments and topics of discussion however we have so much to learn and limited time together...

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I have given students like this three paper clips or some other token. Each one represents a question. I collect a paper clip for each question asked. This makes the student start to ask more relevant questions. I have a private conversation with the student first and explain that not all questions are as relevant as others. This has been very successful in the past.

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Sweet, sweet_________, You have such great ideas! (Smile) but just because an idea pops into our head, doesn’t mean we need to share it. I find that the delivery is as important as the words you use.

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A couple of years ago I had a group of very curious kids who would spend the entire class period asking off-topic questions So I put a stack of notecards on their tables and if they had a comment or a story they would write down what it was and then I would pick them up or they would hand them to me. I would look at them and decide if this was an end of the discussion or an immediate discussion the end of the official lesson students who wanted to continue the discussion would meet me on one side of the room to continue and the rest of the students would start their assignment.

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For example, we are doing a unit of graphic novels, and we were talking about Ms. Marvel's comic book, when the student raises his hand to share that Kamala Khan was in the Avengers video game, where they used some of the artwork from the comics. "Oh awesome, thanks for sharing that information". Then the student raises his hand again to share that Kamala was a main character in the game and that she will be in the upcoming Phase 4 of the MCU. "Yes, I heard, thank you." Then he raises his hand again to tell me that he has a copy of the Ms. Marvel comic at home. "Oh okay, cool. Perhaps you can bring it in and show the class." Then he raises his hand again to share that he forgot where it was and so he's lost it. I don't know how to politely tell this kid that he doesn't have to share every detail of his thoughts.

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On the spectrum? You label quickly and w/out relevant information

Develop that student, as a student that did the same thing, several teachers steered me towards public speaking, gave me assignments that filtered out the "noise" and focused me on the topics

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I don’t think there is anything wrong with saying we all have thoughts and ideas and some of them really help us reach our goal and some of them kinda hold us back. These (tokens) might help you decide.

You’re going to need to cut him off if he’s distracting the lesson. Tell him he can share his thoughts at the end of the period

Wow!

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