Which of the following is a useful tactic to manage classroom disruption?

Flicking classroom lights on and off serves as a useful tactic to manage classroom disruption because it quickly captures the attention of students without escalating the situation. This non-verbal cue signals to the children that their behavior needs to be addressed while maintaining a level of calmness in the classroom. It can disrupt the current distractions and refocus students’ attention towards the teacher or the lesson at hand. This method is particularly effective because it is subtle and does not draw too much attention to the misbehavior itself, allowing the classroom atmosphere to shift back to a more productive state without creating additional tension or embarrassment for those involved in the disruption.

In contrast, involving children in the misbehavior may inadvertently encourage further disruptions, increasing the chaos rather than resolving it. Increasing group size as a distraction could dilute attention and create a more chaotic environment, which is counterproductive to managing disruptions effectively. Ignoring the majority of students neglects the opportunity to reinforce positive behaviors and could lead to further disengagement in the classroom.