There are many misbehaviors. (Ghazi et al., 2013)
The following strategies are recommended to combat these bad behavior:
Ignore the behavior: It is possible for behavior to be rare, temporary, or not interfering with learning in the classroom. In such cases the teacher may ignore the behavior and continue the instructional activity. A teacher might ignore the behavior of a classmate who is serious and attentive, but is still talking with him for a long time.
Cueing students. A teacher can use signals to signal minor behaviors and not disturb the classroom or distract students. A signal can be used by the teacher to notify students that their behavior must stop.
The teacher can discuss the problem privately. When cues are not effective in changing the behavior, the teacher can talk with the student privately. Students can discuss their behavior in private with the teacher to give them clues as to how to address it. One example: A student who is always asleep in class in the first period is punished by the teacher. However, when she spoke with him privately, she discovered that he was taking allergy medication every morning.
You can also talk to your parents if you need it. Sometimes the teacher has to seek parents’ assistance to stop or reduce bad behavior. The teacher may need to speak with the parents if a competent student shows up to class and doesn’t do his homework.
Logical consequences: Every teacher must establish rules and expectations for the classroom from the beginning of the scholar-year. This will help to manage students’ behavior and reduce misbehavior. These consequences must, unlike punishments, be appropriate, realistic, and respectful. Barbetta and colleagues (2005) have found that classroom rules play the greatest role in managing classrooms. They help teachers create productive classrooms.
These rules should have no more than 4 to 6 rules, be simple, clear, easy to remember, easily reviewed and expressed positively. Instead of saying, “You cannot speak without raising your hands”, say, “Please raise your hand before you speak, unless we’re having a really interesting discussion.” The teacher should also use consistent consequences.
