Presented by Leng Chamrong

Introduction
 In order to manage the class well,
teachers have to learn the
characteristics of well-managed
classroom and how various classroom
environments effect student’s
behavior.
I. The cause of disruptive
behavior
 Student’s needs:
The failure of schools to meet students’ basic
needs results in much misbehavior in the
classroom.
According to Maslow, there are five basic needs:
1. Physiological needs (food, shelter…)
2. Safety and security
3. Belonging and affection
4. Self-respect
5. Self- actualization ( the ability to
reach one’s potential and to express oneself
creatively)
II. Maintaining a smoothly
running classroom
1. One way to reduce disruptive
classroom behavior is to develop a
healthy relationship with your students
by:
* narrowing interpretation of the two roles:
“I am the teacher, You are the student; you
must follow my rules” ( you are here to teach
and you are here to learn; but you both also
know that you both read books, have friends,
go to movies, and have good days and bad
days).
* maintaining an honest dialogue with
students, sharing some of your
personal feelings with them, and
encourage them to share their feeling
with you and with each other.
*expressing concern for and interest in
students enhances the trust and
attachment that students feel toward
you and understanding a students’
interests allows you to better understand
the students’ needs and motivation.
* communicating your interest and
concern
Eyes contact, gesture, and facial
expressions reveal how interested you
are in students, how you are interpreting
their behavior.
2. Rules and consequences
To minimize disruptive behavior, many
educators recommend that classrooms
have stated “rules of conduct”, or formal
statements that give students broad
guidelines indicating which behaviors are
required and which are prohibited.
Useful classroom rules have four
purposes:
a. To maximize on-task behaviors and
minimize behaviors that are off-task or
disruptive.
b. To secure the safety and comfort of the
learning environment.
c. To prevent class activities from
disturbing others.
d. To maintain acceptable standards of
behavior among students school
personnel, and visitors to school.
3. School violence
 According to Maslow’s hierarchy of needs,
threats to our safety and security can
prevent us from fulfilling others needs.
 Students who are fearful when they come to
school will be unable to grow intellectually
and socially.
 To try to make schools safer, some junior and
senior high schools have hired security
guards, and some have even installed mental
detectors to screen for guns and knives.
 Mccarthy believes that the best way to
prevent violence is to teach students about
peace.
III. Behavior Modification
There are four basic techniques of
behavior modification, including: positive
reinforcement, negative reinforcement,
extinction, and punishment.
1. Positive reinforcement: occurs
when you reward students for
demonstrating a behavior. Example of
positive reinforcement include:
* Giving students stickers or stars for
good work
* Complimenting students on making quick
and quiet transitions from activity to
another
* Allowing students who work cooperatively
to earn points that they” can cash in” for
time on computer games.
2. Extinction which involves the removal of
a desired reinforcer is sometimes used to
eliminate undesirable behavior. You can
increase the effects of extinction by
combining it with positive reinforcement.
If you ignore an undesirable behavior,
reward the desirable opposite behavior.
 If you ignore students when they answer
without being called on, reward them when
they wait to be called on. This way, students
realize that they can still earn rewards but
that the rewards are contingent on their
demonstrating socially appropriate behavior.
3. Punishment involves the presentation of an
unpleasant stimulus. Although punishment is
often effective, it has serious drawbacks.
When punishment is used frequently, students
eventually think of school as an oppressive
place and the teacher as the oppressor.
Frequently punished students are also likely to
develop low self-esteem.