Ways Students Misbehave and

What Teachers Can Do About It

Presented by :
Aliyazaton Zalani
Nasha Amalina Nasir
Nur 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.

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 alcoholaffected 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

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 retaught 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.