Problem behaviour management in a classroom is by far the most difficult part of being a teacher. Problem behaviours come in a variety of forms, which obstruct lesson plans, hinder with the other students learning environment and leaves many teachers feeling displeased, and out of control. We often define the problem behaviours in terms of the consequences or impacts they have on others. Therefore, we may label problem behaviours as "noncompliant" (e.g. when a student declines to join a class activity), "impolite" (e.g. when a student uses explicit or improper language) "hostile" (e.g. when a student throws a book).
Teachers who can effectively implement a variety of strategies when dealing with common classroom problem behaviours are more successful in conducting classes with limited disruptions to lesson plans, better authority, and greater learning opportunity for all students.
Here are some of the strategies a teacher may use to manage problem behaviour in a classroom:
Behavioural Reminder
A behavioural reminder is short and concise, instructions that encourages and helps the student to remember and abide by the classroom behavioural expectations.
When to Use: When the student seems to be inattentive or distracted or just simply needs a reminder of expected behaviours.
Environmental Adjustment
An environmental adjustment is an alteration made to some detail of the student's environment to assert positive behaviours.
When to Use: In certain situations a teacher may have to relocate a student's seat from distracting peers or remove distracting objects from a student (e.g., small toys, paperclips) during a classwork session.
Warning
A warning is an announcement informing the student that continuing to misbehave will result in a specific disciplinary action. However, it is suggested that strategies such as providing behavioural reminders or environmental adjustments should be tried before using warnings.
When to Use: A warning is suitable when the teacher judges that a strong reminder to behave properly may improve the student's behaviour. For example, the teacher may tell the student that if the problem behaviour persists, the student will lose the opportunity for free time later that day or the student is warned that persistent misbehaviour will result in the teacher's calling the parent.
Time Out
Time-out is a short removal of the student from the classroom due to problem behaviours.
When to Use: Since time-out is a punishment approach, the teacher should first make certain that proper, less intense attempts are made to improve student behaviour before undertaking it (e.g., behaviour reminders, adjustment to the environment, warnings,). The teacher should choose the time-out spot prior to implementing it and make sure that students placed there can be clearly seen, but at the same time isolated from the class activities. Time-out sessions should normally be short (e.g., 3-10 minutes).
The strategies and techniques discussed earlier helps to create a classroom environment that promotes desirable behaviours, enhances learning performance and opportunities, and helps students understand expectations so that they can be successful both behaviorally and academically. If properly implemented, teachers are more likely to be successful in increasing appropriate and decreasing inappropriate classroom problem behaviour.