Low Steadiness Classroom Management Tips

Personalized classroom management strategies help meet individual student needs, fostering a positive learning environment, increasing motivation, and leading to better student performance. Understanding a student’s core DISC style provides a great framework helping each student thrive! In this blog, we’ll explore techniques for managing low steadiness students, creating a structured and results-focused environment for optimal performance.

Someone who scores below 50 in the DISC Steadiness behavioral style (green bar on the DISC graph is considered “low” in that style). The lower the score, the more the classroom strategies typically apply.

A low steadiness student may have characteristics such as being easily distracted or having difficulty maintaining focus, being impulsive, and being prone to emotional expression.. Additionally, they may have a tendency to procrastinate with completing tasks or meeting deadlines. They love variety and tend to get bored easily.

Here are some classroom management strategies to keep in mind for you students who have a low influencing behavioral style:

Provide a flexible and dynamic environment.

Low steadiness students tend to thrive in environments that are flexible and dynamic, so be open to changes in plans and activities.

Provide opportunities for movement and hands-on activities.

Low steadiness students tend to have a lot of energy, so provide opportunities for movement and hands-on activities to channel that energy in a positive way.

Be aware of the need for variety.

Low steadiness students may become easily bored with routine, so be aware of the need for variety and incorporate different activities, projects, and lessons.

Encourage creativity and experimentation.

Low steadiness students tend to be creative and enjoy experimenting with new ideas, so encourage this type of thinking and expression.

Be open to new ideas and perspectives.

Low steadiness students tend to be open-minded and curious, so be open to new ideas and perspectives they bring to the class.

Be flexible and adaptable.

Low steadiness students may be easily distracted, so be flexible and adaptable to their needs and be prepared to change course if necessary.

Allow for group work and small-group discussions.

Low steadiness students may have a hard time sitting still for a long time, so allow for group work and small-group discussions (especially if they are also high influencing).

Provide them with opportunities to take on different roles.

Low steadiness students may enjoy taking on different roles and responsibilities, so provide them with opportunities to do so.

These strategies aim to provide an exciting and fun learning environment that takes into account the individual needs of low steadiness students and encourages them to take responsibility for their learning and behavior. It also provide opportunities for positive reinforcement and recognition to build their motivation and self-esteem.

Note: It’s important to note that the DISC assessment is just one tool used to understand and describe behavior, and it should not be used to label or judge individuals. Each person is unique and may exhibit a combination of different behavioral traits. Additionally, behavior can change depending on the situation and context. Therefore, it is essential to use the information from the DISC assessment as a starting point for understanding and communication, not as a means of making judgments or assumptions about a person’s character or abilities.

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