Ways Students Misbehave and What Teachers Can Do

About It

Presented by :Aliyazaton Zalani

Nasha Amalina NasirNur Insyirah Zulkofli

Nurul Shuhada Mat Noh

1.NOTE PASSING

Note passing can be disruptive to not only the students involved but also those sitting around them. The key is to catch the students in the act. Confiscating the notes has a huge impact on the students. Once you have taken the note, you have a choice of what to do with it. Some teachers hand it back at the end of class, some read the note, and some just throw it away. The choice depends on your teaching style.

2. TALKING• Excessive talking can be truly disruptive. • The first step to deal with talking is to walk near the students. • This helps them realize that you are aware of their misbehaviour.

Sometimes this is enough to stop the talking. • If not, the next thing you can try is to stop talking completely and

using nonverbal cues. • The students in question will notice the silence and probably stop

talking too.• If these two actions are not enough, then you will need to move

to your posted discipline plan.

3. OFF TASK• Students can be off task in a number of ways. • They might be daydreaming, completing homework for another

class, or maybe even surreptitiously texting with their cell phone.• If this is not a chronic behaviour issue with a particular student,

you might try simply walking near them while teaching to let them know of your awareness to their misbehaviour. • However, if this is not enough of if the issue is one that has

happened before, you will probably need to move to implementing the discipline plan.

4. CLOWNING AROUND

• Every year, you will probably be faced with at least one class clown. • The key to dealing with a class clown is channelling that energy

to positive behaviour within the class.• However, realize that they present a problem that can escalate

into full-scale disruption if not careful. • A talk with them after class and giving them responsibilities

within he class can help.

5. CALLING OUT

• Requiring students to raise their hands is a key way to keep control of discussions and use best practices such as wait time and questioning techniques. • However, despite your best efforts students will still try to call out.• This is especially true if other teachers in your school do not enforce hand

raising. • The best thing to do is be very consistent about enforcing this from the

beginning. • Ignore called out answers, only call on those with hands raised, and pull

students aside in the beginning of the year to ensure this doesn't continue happening.

6. SLEEPING IN CLASS

Hopefully, this will be a rare occurrence in your teaching career. If you have a student who falls asleep, you should quietly waken them and pull them aside. Find out if there is a reason why this is occurring. Is the child sick, working late, having problems at home? If this is not a common occurrence for this student and you have concerns, you might want to send this to their guidance counsellor for further help.

7. RUDENESS

• This can be the most troubling behaviour.• While you can't pinpoint specific belligerent actions, when a child generally has a

rude attitude towards you it can be very disheartening as a teacher. • If the student is outright rude, calling your names or other actions such as this,

follow the discipline plan immediately. • But when you are getting mean looks and a surly attitude, it's best to pull the

student aside and discuss this with them. • If necessary, call a parent-teacher conference to get their help with the situation.

RESOLVING BEHAVIOURAL INCIDENTS

• Teachers and administrators are often called upon to resolve behavioural incidents involving students who are alcohol-affected.• Review the incident as soon as possible. Try to deal with the

incident as quickly as possible once the student has calmed down.

1.ACTIVELY LISTEN. • Take time for the student to tell you his or her side of the

story. • Paraphrase and use eye contact to demonstrate that you

are listening.• Note that students who are alcohol-affected may shut

down when confronted by an authority figure. • Sometimes, a walk around the school with the student can

help him or her to relax and begin talking. • The teacher or administrator may encourage the student to

draw his or her story.

2.USE NON-THREATENING QUESTIONS. • Ask questions that focus on “how” and “what” instead of “why.”• Students who are alcohol-affected may not remember,

understand, or be able to articulate what happened, or may have acted impulsively. Open-ended questions may be most useful. • Questions should be asked in a calm, quiet tone using slow,

short, concise phrases.

3. TRY NOT TO BLAME.

• Focus on teaching the right behaviour or a replacement behaviour. • For example, ask “How can we avoid this problem the next time?” or

“What behaviour would have worked better than hitting?” Consider using role play, modelling, and rehearsing to teach a new behaviour. • Present new ideas in a concrete way, one at a time. Remember that ideas

may need to be reinforced and re-taught several times.

•Show personal interest in the student. End the review of the incident with a positive comment or a personal question. Follow up with the student and other classroom teachers in order to reinforce the new skill that is desired.