Managing
Students’
Misbehavior
Members of group 5:
1. Marshall Bahreizi Dana Putra (2520031)
2. Dela Rizqianingsih (2520035)
3. Syamrotul Wiyanti Azzahroh (2520039)
4. M. Arfy Mustaqim (2520041)
Table of contents
1 Current Trends
Management
in Classroom
5 Non-Intervention Skills in Managing
Students’ Misbehaviour
2 Personal Plans for Managing
Misbehaviour 6 Non-Verbal Intervention and Coping
Skills
3 The Basis for Intervention
7 Verbal-Intervention Strategies
4 Continuum of Strategies for
Managing Misbehaviour 8 The Uses of Logical Consequences
1. Current Trends in Classroom
Management
Traditionally, classroom
management was perceived
as a way of preventing
misbehaviour: as Doyle
(1990) asserted, it is the
responsibility of teachers to
maintain order and discipline
and any inappropriate
behaviour must be stopped.
Managing the classroom can
therefore be interpreted
narrowly as the
establishment of order and
keeping control (Hoover and
Kindsvatter, 1997).
2. Personal Plans for Managing
For handling
Misbehaviour
classroom
behavioural problems, it is very
valuable for teachers to
formulate personal plans which
reflect the realities of the
classroom situations they
encounter and are consistent
with their personalities (Charles,
2005: 6). Such plans help
teachers to apply classroom
management strategies in a
constructive manner by
providing consistent and non-
arbitrary guidelines for decision
making when encountering
particular kinds of misbehaviour
3. The Basis for Intervention
The following guiding principles (Levin and Nolan, 2004) for constructing a basis
for intervention in the classroom should be examined critically and reflectively.
Teachers should always:
● ensure that the goal of classroom management is to help pupils to become
selfdisciplined;
● take a consistent approach to discipline problems;
● approach discipline as an instructional opportunity;
● employ preventive and proactive measures first;
● use the least disturbing intervention measures first;
● ensure that any intervention does not cause more disruption than the
misbehaviour it intends to tackle;
● ensure that the measures taken minimize the disruption caused to classroom
teaching and learning; ensure that the actions adopted protect students from
causing harm and being harmed, both physically and psychologically;
● ensure that logical consequences are employed as the last resort in
influencing pupils’ misbehaviour;
● ensure that punishment has no place in the classroom.
4. Continuum of Strategies for Managing
Misbehaviour
The four levels of intervention strategies in the continuum
Level 1: The first level of mediation contains all the
non-interference strategies and causes least
disruption to classroom teaching and learning.
Permit/
Level 2: This level of intervention involves the use tolerate
of non-verbal skills to stop students behaving
inappropriately
Level 3: When the misbehaviour remains Non-verbal
unchecked, the third level of intervention, the use
of verbal interference, can be employed. For
instance, using humour is one of the less
disruptive ways to change a student’s behaviour Verbal intervention
at this level.
Level 4: The last level of intervention, at the right-
hand side of the continuum, is the use of logical Logical consequences
consequences.
5. Non-Intervention Skills in
Managing Students’ Misbehaviour
[Link]
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There are occasions when mistakes or
Allowing certain behaviour in the
disruptive behaviour have to be tolerated. For
classroom does not mean that the
example, students sometimes make logical
teacher passively accepts
mistakes; and when a student is coughing in
misbehaviour or off-task behaviour,
class due to having influenza, a teacher can
but is an indication of what is and is
do little more than ensuring that he/she uses a
not allowed.
handkerchief to reduce disturbing others.
6. Non-Verbal Intervention and
Coping Skills
[Link] ignoring [Link] interference
Planned ignoring refers to neglecting Signal interference refers to any kind
off-task behaviour in a deliberate of body language which
manner. It is based on the communicates to the student not to
behaviourist theory (Zirpoli and misbehave. Redl and Wineman
Melloy, 1997), according to which (1952) were among the first to note
disruptive behaviour is often that appropriate use of body language
reinforced by the attention given to it — such as pointing, a wink, a frown,
by the teacher and peers in the head movement or staring — is
classroom, and ignoring it reduces its helpful in handling minor off-task
occurrence. behaviour.
6. Non-Verbal Intervention and
Coping Skills
[Link] interference [Link] interference
In proximity interference, the teacher Touch interference involves any kind
closes the distance between of non-aggressive physical contact
him/herself and the student who is with the student as a way of showing
misbehaving, usually by moving close disapproval, and ranges from a slight
to the off-task student while touch on the shoulder to guiding the
conducting the lesson as usual. student back to his/her seat.
7. Verbal-Intervention
1.
Strategies
Praising peers
Teachers often try to stop disruptive behaviour by not commenting on it and
instead praising a student or group of pupils exhibiting the desired behaviour, in
the hope that the deviant will notice this and follow their example.
2. Boosting interest
Boosting students’ interest is a useful way for a teacher to show care and
sensitivity and, indirectly, it helps in building up good relationships. When a student
recognizes that a teacher cares, this can change his/her attitude. Showing affection
for students is a constructive way of creating a positive classroom atmosphere.
3. Calling on students
Calling students by name is a powerful means for getting the attention of those
who are off-task or inattentive. The idea is simple: it sends the message that the
teacher has noticed the problem and the student should now engage again in the
lesson (Rinne, 1984). This procedure can be carried out in several ways.
7. Verbal-Intervention
4.
Strategies
Using humour as a tension-breaker
Humour can be very useful in teaching as it provides a momentary break for the
pupils and enhances teacher-pupil relationships. It is particularly effective when
pupils are testing the teacher’s limits: if he/she rises to the challenge, the
atmosphere may become hostile.
5. Asking questions
Sending a message in the form of a question to caution off-task students about
their disengagement or disruptive behaviour in the classroom will help to redirect
them back to learning.
6. Requests and demands
Requests and demands are polite statements and orders made by the teacher
explicitly and publicly in class. They are used to show disapproval of disruptive
behaviour and an expectation that the student involved will become engaged again
in the learning task or activity.
8. The Uses of Logical Consequences
Logical consequences
are sometimes
considered to be overt
punishment or action
taken to reprimand
unchecked
misbehaviour when
the teacher has
exhausted
alternatives for self-
discipline.
1. Punishment and three kinds of consequences
Teachers should distinguish natural, logical and arbitrary
consequences and not confuse them with punishment.
Punishment refers to the reliance on power to make
something unpleasant happen to a child as a way of trying
to alter the child’s behaviour (Kohn, 1993: 167). The first
distinction between punishment and natural and logical
consequences is that punishment is often contrived and
coercive, whereas natural and logical consequences are
often the outcomes related to the misbehaviour. Also,
punishment is commonly seen as a deliberate hurtful
action imposed by the teacher (the authority) on the
student (viewed as inferior) as a result of wrongdoing, but
natural and logical consequences have none of these
implications. Arbitrary consequence refers to outcomes
seemingly unfair and not based on reason. Other
distinctions are listed in Table
Consequences: Dreikurs and his colleagues (1998) identified
three kinds of consequences: natural, logical and arbitrary.
a) Natural consequences occur automatically as a result of a
particular behaviour. They are inevitable and result directly
from the student’s actions if there is no intervention to
prevent it happening.
b) Logical consequences, in contrast, are deliberately planned and
carried out by the teacher. It is often argued that, for the
consequences of wrongdoing to be logical, they must be
experienced and perceived by the student in this way.
c) Arbitrary consequences imposed by the teacher on students are
not related to the misbehaviour and are often seen by the students
as retribution.
2. Some precautionary remarks
While the use of logical consequences for off-task behaviour is
sometimes inevitable, certain precautions need to be taken before
employing this approach, e.g.
•The teacher must explain the It should be made clear
logical consequences to the to pupils that every
student and make sure they are wrongdoing has its
understood. consequences and that
•The student should be given one they should know how to
last chance to comply. control their behaviour.
Teachers should prepare
•The teacher needs to avoid various logical
giving any wrong signal that this consequences in
is punishment or just a way of advance in case they are
imposing his/her authority. required.
