When dealing with a student tapping his pencil, what is Mr. Garcia's initial recommended action?

When a student is tapping their pencil, Mr. Garcia's initial action of ignoring the behavior can be beneficial for several reasons. This approach is often effective because the tapping may not be disruptive enough to warrant immediate attention; by ignoring it, the teacher allows the student to self-regulate their behavior without drawing unnecessary focus to it. In many classroom environments, minor behaviors such as tapping can be quite common and, if not disruptive to others, may not require intervention.

Ignoring minor, non-disruptive behaviors can also help prevent escalating situations where the student feels singled out or embarrassed, which could lead to further distraction. Additionally, it signals to the student that not all behaviors require a reaction, encouraging them to recognize when their actions may be appropriate or need adjusting.

Redirecting the student immediately could interrupt the flow of the lesson and draw more attention to the behavior, potentially escalating it. Conversely, scolding the student or sending them out of class is generally seen as more severe responses that might not be proportional to the behavior demonstrated. Hence, ignoring the tapping serves as an initial response that maintains classroom management while allowing students to express themselves in a low-key manner.