Students' misbehavior.

Students' misbehavior

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How to handle misbehaving students in the classroom - Definition of education

It is a skill:

Classroom management and management of

student conduct are skills that teachers acquire

over time. Personal experience and research

indicate that many beginning teachers have

difficulty effectively managing their classrooms.

While there is no one best solution for every

problem or classroom setting, the following

principles, drawn from a number of sources,

might help.

Abstract

This study aimed to examine the conceptions of

junior secondary school student misbehavior in

classroom, and to identify the most common,

disruptive, and unacceptable student problem

behaviors from teachers' perspective.

Twelve individual interviews with teachers were

conducted. A list of 17 student problem behaviors

was generated. Results showed that the most

common and disruptive problem behavior was

talking out of turn, followed by non-attentiveness,

daydreaming, and idleness.

The most unacceptable problem behavior was

disrespecting teachers in terms of disobedience

and rudeness, followed by talking out of turn and

verbal aggression.

The findings revealed that teachers perceived

student problem behaviors as those behaviors

involving rule-breaking, violating the implicit norms

or expectations, being inappropriate in the

classroom settings and upsetting teaching and

learning, which mainly required intervention from

teachers.

How to respond:

There are many ways to respond to inappropriate

behaviors, of course,and they vary in how much they

focus on the immediate behavior compared to longer-

term features or patterns of a student’s behavior.

There are so many ways to respond, in fact, that we

can describe only a sample of the possibilities here.

None are effective all of the time, though all do work

at least some of the time. We start with a response

that may not seem on the surface like a remedy at

all—simply ignoring misbehavior.

Tips to Work with Difficult Students to Improve Classroom Management - Graduate Programs for Educators

Ignoring misbehavior

If a student who is usually quiet during class happens

to whisper to a neighbor once in awhile, it is probably

less disruptive and just as effective to ignore the

infraction than to respond to it. Some misbehavior

may not be worth a response even if they are

frequent, as long as they do not seem to bother

others.

Suppose, for example, that a certain student has a

habit of choosing quiet seat-work times to sharpen

her pencil. She is continually out of her seat to go to

the sharpener.

Yet this behavior is not really noticed by others. Is it

then really a problem, however unnecessary or ill-

timed it may be?

In both examples ignoring the behavior may be

wise because there is little danger of the behavior

disrupting other students or of becoming more

frequent. Interrupting your activities—or the students’

—might cause more disruption than simply ignoring

the problem.

Sometimes Misbehavior Is Not What It Seems | Edutopia

Gesturing non-verbally

Sometimes it works to communicate using gestures,

eye contact, or “body language” that involve little or

no speaking. Nonverbal cues are often appropriate

if a misbehavior is just a bit too serious or frequent

to ignore, but not serious or frequent enough to

merit taking the time deliberately to speak to or

talk with the student.

If two students are chatting off-task for a relatively

extended time, for example, sometimes a glance in

their direction, a frown, or even just moving closer

to the students is enough of a reminder to get them

back on task.

Natural and logical consequences

Consequences are the outcomes or results of an

action. When managing a classroom, two kinds of

consequences are especially effective for

influencing students’ behavior: natural

consequences and logical consequences.

As the term implies, natural consequences

happen “naturally,” without deliberate intention by

anyone. If a student is late for class,for example,

a natural consequence is that he misses

information or material that needed to do an

assignment. Logical consequences are ones that

happen because of the responses of or decisions

by others, but that also have an obvious or

“logical” relationship to the original action.

Natural and logical consequence

are often woven together and thus

hard to distinguish:

if one student picks a fight with another student, a

natural consequence might be injury not only to

the victim, but also to the aggressor (an inherent

byproduct of fighting), but a logical consequence

might be to lose friends (the response of others to

fighting). In practice both may occur.

Conflict resolution and problem solving

Step 1: clarifying and focusing: problem

ownership

Classrooms can be emotional places even though

their primary purpose is to promote thinking rather

than expression of feelings. The emotions can be

quite desirable: they can give teachers and students

“passion” for learning and a sense of care among

members of the class.

But feelings can also cause trouble if students

misbehave: at those moments negative feelings

—annoyance, anger, discomfort—can interfere with

understanding exactly what is wrong and how to set

things right again.

Gaining a bit of distance from the negative feelings is

exactly what those moments need, especially on the

part of the teacher, the person with (presumably) the

greatest maturity.

Step 2: active, empathetic listening

Diagnosing accurately who really has a problem

with a behavior—who “owns” it—is helped by a

number of strategies. One is active listening

—attending carefully to all aspects of what a student

says and attempting to understand or empathize as

fully as possible

Active listening involves asking questions in order

continually to check your understanding. It also

involves encouraging the student to elaborate on

his or her remarks, and paraphrasing and

summarizing what the student says in order to

check your perceptions of what is said.

It is important not to move too fast toward solving

the problem with advice, instructions, or scolding,

even if these are responses that you might, as a

teacher, feel responsible for making.

Step 3: assertive discipline and messages

Once you have listened well to the student’s point

of view, it helps to frame your responses and

comments in terms of how the student’s behavior

affects you in particular, especially in your role as

the teacher. The comments should have several

features:

They should be assertive—neither passive and

apologetic, nor unnecessarily hostile and aggressive

(Cantor, 1996). State the problem as matter-of-

factly as possible: “Joe, you are talking while I’m

explaining something,” instead of either “Joe, do

you think you could be quiet now?” or “Joe, be quiet!”

The comments should emphasize I-messages

(Gordon, 1981), which are comments that focus on

how the problem behavior is affecting the teacher’s

ability to teach, as well as how the behavior makes

the teacher feel.

They are distinct from you-messages, which focus

on evaluating the mistake or problem which

the student has created. An I-message might be,

“Your talking is making it hard for me to remember

what I’m trying to say.” A you-message might be,

“Your talking is rude.”

The comments should encourage the student to

think about the effects of his or her actions on

others—a strategy that in effect encourages the

student to consider the ethical implications of

the actions .

Step 4: negotiation

The first three steps describe ways of interacting that

are desirable, but also fairly specific in scope and

limited in duration. But in themselves, they may not

be enough when conflict persists over time and

develops a number of complications or confusing

features.

A student may persist in being late for class, for

example, in spite of efforts by the teacher to modify

this behavior. Or two students may repeatedly speak

rudely to each other, even though the teacher has

mediated this conflict in the past.

Or a student may fail to complete homework, time

after time. Because these problems develop over

time, and because they may involve repeated

disagreements, they can eventually become stressful

for the teacher, the student, and any classmates

who may be affected. Their persistence can tempt a

teacher simply to dictate a resolution—a decision

that can leave everyone feeling defeated, including

the teacher.

My suggestions

Decide as accurately as possible what the problem is.

Usually this step involves a lot of the active listening

described above.

Brainstorm possible solutions, and then consider their

effectiveness. Remember to include students in this

step; otherwise, you end up simply imposing a

solution on others, which is not what negotiation is

supposed to achieve If possible, choose a solution

by consensus. Complete agreement on the choice

may not be possible, but strive for it as best you can.

Remember that taking a vote may be a democratic,

acceptable way to settle differences in some

situations, but if feelings are running high, voting

does not work as well.

In that case voting may simply allow the majority to

impose its will on the minority, leaving the underlying

conflict unresolved Pay attention to how well the

solution works after it is underway.

For many reasons, things may not work out the way

you or students hope or expect. You may need to

renegotiate the solution at a later time.