Earlier this year, I completed a series of courses on early
childhood behaviors. I was lucky enough to receive a scholarship and I gladly
accepted the challenge. Not only was the program beneficial for my career as a
school teacher, it was very helpful with my weekly efforts working with adults
during Spinning workshops.
Unwanted behaviors are usually demonstrated when a person is
not being fulfilled either cognitively or physically. In the classroom, the
students rotate to different centers every fifteen minutes to not only help
them develop wider skill bases, but to keep them engaged with new materials
that help keep them focused.
My simple recommendation to new instructors is very similar
to this daily classroom strategy. If adverse behaviors like talking, looking at
devices, high cadences, and not following routines are challenges that are seen
in your class, I advise the following.
1: Quickly begin to develop split symbol activities based on
only two or three symbols. Introduce them once or twice so you can reinforce
the intended order, and then begin to repeat them with increased tempos made of
either higher cadences or shorter performance times.
2: Stand up repeatedly but with short durations. Begin with
five seconds of standing, then progress to ten, and finally fifteen. Change the
basic symbol and repeat this sequence again.
3: Develop a consistent transition movement between songs.
Jumps work well in these situations. As a song starts to fade and/or a road
nears completion, go immediately into your designated transition movement:
Jumps, Running with Resistance, or thirty seconds of cadence building.
The key to dealing with distracting behaviors is to direct
the actions toward desired results. Repetitive activities limit confusion while
allowing for increased intensity. As each repetition series begins to lose its’
novelty, move to the next split or activity as quickly as possible. If you
remain outwardly calm and attentive to your direct coaching prompts, you’ll
make a lot of progress toward limiting unwanted student behaviors.