According to guidelines for teachers, which arrangement helps reduce disruption from a hyperactive student?

According to guidelines for teachers, which arrangement helps reduce disruption from a hyperactive student?

• A. Let the student roam the room
• B. Have the student sit in the front row
• C. Have the student sit behind others
• D. Ignore disruptive behavior

Answer: (C)

The main idea is that where a student sits can influence how easily disruption can be managed in class. Placing a hyperactive student behind others helps reduce disruption by limiting cues and attention from peers that can fuel off-task behavior. When the student sits behind, there are fewer chances for immediate peer reinforcement—less talking, turning around, or sharing attention with classmates—which makes it easier for the teacher to monitor and redirect behavior without drawing extra spotlight on the student. At the same time, the teacher can still keep the student within view and respond quickly with prompts or cues as needed, which supports behavior management without creating a distracting focal point in the room. This strategy contrasts with letting the student roam, which typically increases opportunities for interruptions, or seating them in more visible front-row positions, which can heighten peer interaction around the behavior and complicate classroom management. Ignoring disruptive behavior is unlikely to reduce disruption and can allow it to escalate.

The main idea is that where a student sits can influence how easily disruption can be managed in class. Placing a hyperactive student behind others helps reduce disruption by limiting cues and attention from peers that can fuel off-task behavior. When the student sits behind, there are fewer chances for immediate peer reinforcement—less talking, turning around, or sharing attention with classmates—which makes it easier for the teacher to monitor and redirect behavior without drawing extra spotlight on the student. At the same time, the teacher can still keep the student within view and respond quickly with prompts or cues as needed, which supports behavior management without creating a distracting focal point in the room. This strategy contrasts with letting the student roam, which typically increases opportunities for interruptions, or seating them in more visible front-row positions, which can heighten peer interaction around the behavior and complicate classroom management. Ignoring disruptive behavior is unlikely to reduce disruption and can allow it to escalate.