To enforce “no talking” during lecture or other class activities, it is imperative for a teacher to clearly advise a talkative student of classroom policy. If an individual student consistently disregards the rules, it may be helpful for the teacher to meet with this student individually to review the rules to make sure that they are clear. Emphasize that there is to be no chit chat during class and that non-educational comments should be saved for recess, free time and other breaks. Clearly explain when it is and is not appropriate to chat. Invite the student to ask any questions she may have about the rules. Another option is to create a rewards or penalty system for the class, as a whole, or for an individual student. For instance, if a student refrains from talking during class, give her a point for the day. After so many points earned, allow her a free homework pass or other incentive.
In addition to clarifying classroom rules regarding talking, it may also be helpful to explain why such rules exist. If a student understand why a certain rule or policy exists, she may be more likely to follow it. Explain that talking in class disrupts the learning environment and causes distraction. Further, advise that talking distracts not only the student who is talking excessively but also the instructor and other students. Explain that it is unfair to other participants in the learning process for a particular student to cause distractions by talking too much.
Another method to approach overly-talkative students in class is to address etiquette and courtesy. By the sixth grade level, students are already familiar with certain codes of etiquette in the classroom and in social groups, more generally. Explain to the classroom chatterbox that monopolizing discussion is downright rude. Likewise, add that interrupting peers or the instructor by whispering or initiating a side discussion is also a breach of politeness. Emphasize that if a student habitually disrespects others, she is likely to be perceived by peers as rude or discourteous. Since sixth graders tend to be very self-conscious when it comes to their peers’ perception, this approach may be more effective than others.
Often, talking is related to an active imagination and a desire for discourse. Therefore, an instructor may be able to re-direct classroom chatter into productive learning conversation. Advise a too-talkative student that there are opportunities to share ideas and insights during the school day. Further, provide the student with instances in which it is acceptable to be talkative. For instance, cite that class discussions, group work, workshops and other peer-to-peer activities provide appropriate settings for students to express themselves. Advise the student that as long as he keeps comments focused on the topic or lesson, rather than extra-curricular topics, his oral contributions are encouraged.