One of the biggest challenge in front of the teachers is management of students behaviour in the classroom. In this presentation we tried to make some points to the people who searching answer for the classroom management

1. Classroom Behaviours
Ms.Jothi and Dr.Suresh Kumar Murugesan PhD
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2. About the Presenters
● Ms.jothi and Dr.Suresh Kumar Murugesan PhD are
the Founders of Yellow Pond Counselling and
Wellness Centre, Tamil Nadu, India
● They are passionate Positive Mental Health
Practitioners
● They are specialized in Positive Psychology and
Counselling
● They are the founding and life members of Tamil
Nadu Career Counsellors Association
● Both of them conducted many online and offline
training prorgammes on Mindfulness
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3. Disclaimer
● This presentation is prepared
for learning purpose only and
all the images and pictures
used in this presentation are
taken from google image
search.
● Due recognition was given to
all the material collected from
the various sources.
● Any modification or inclusion in
the presenter please contact
us.
● Email -
yellowpondmadurai@gmail.co
m Thank you
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4. What?
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5. Behaviour
the way that we act or
behave
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6. Classroom
a room in a school, college,
etc. where lessons are taught.
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7. Classroom Behaviour
The way students and teachers act or behave in the classroom is called
Classroom behaviour
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8. Appropriate Behaviours
in Classroom

9. Appropriate Behaviours
● Friendly Attitude
● Cooperative
● Seeking Permission
● Not Disturbing
● Punctuality
● Respecting others
● Sincerity
● Protecting belonging of self and others
● Expressing greeting and gratitude
● Cleaning the classroom or not making it litter
● Completing Assignments on time
● Getting opinion/consent when using their belongings
etc
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10. Inappropriate
Behaviours
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11. Inappropriate
Behaviours in Classroom
● Lateness or leaving early
● Inappropriate cell phone and laptop usage in class
● side conversations
● disregard for deadlines of submission of Assignments
● cheating
● distracting other students and instructor in class
● reducing student participation
● lowering other students' and instructor’s motivation in or
out of class
● sniping remarks
● using instructor time unproductively
● feeling disrespected as a fellow learner or authority
figure
● Usage of drugs/ alcohol in classroom etc
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12. Causes
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13. Possible causes
In order to limit or deal effectively with inappropriate behaviors, it is
important to understand the factors that cause or facilitate them.
The cause can be:
1. contingent on individual student situations
2. structural to the course
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14. Contingent on individual
student situations:
Students can engage in problematic behaviors because of
● health problems,
● personal or family problems,
● adjustment or developmental issues (e.g.,
“immaturity” or self-esteem issues), or
● general academic difficulties.
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15. Support Services
Some of the factors are not controllable, but instructors
who feel those are issues are at play can certainly refer
students to the appropriate support services on
campus:
○ Health Services
○ Counseling and Psychological services
○ Academic Development
○ Office of the Dean of Student Affairs
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16. Cultural Issues
● Cultural or generational issues can also play a
role.
● The culture of the indian classroom is not
homogenous, and expectations for classroom
conduct can vary greatly, but they are all informed
by the same basic academic values.
● Students from other cultures who don’t share the
same values might not understand implicit
expectations for classroom behaviors.
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17. Millennial Generation
The millennial generation brings to school and college a
whole new set of values, sometimes quite at odds with the
values of previous generations, which can create some
friction.
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18. Millennial Generation
In particular, some sociologists point out that some
students seem to watch a lecture the same way they
watch TV. This would explain why they think they can
arrive a little late or take a break in the middle of lecture,
or why they can have side conversations or otherwise
multi-task – none of these behaviors impairs the ability to
get meaning out of a movie, and the screen barrier
between the audience and the actors makes it so that the
actors’ performance is not affected by the audience’s
behavior. (Jaffee, 1999)
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19. Structural to the course:
Some of the uncivil behaviors can be inadvertently
facilitated by the instructor’s behavior or the course
structure. Boice (1998) researched classroom incivilities
across a range of courses and reported several findings.
● Teacherss disagree with students about what counts as
uncivil behavior, apart from a few egregious situations.
Moreover, there is significant disagreement among
different teachers, as there is among students.
● Instructor’s age or teaching experience are not a
significant determinant of incivilities. Young/novice
instructors experience the same average level of
incivilities as older/experienced instructors.
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20. Factors
○ Two factors mainly predict classroom incivilities.
1. The choice of motivators.
2. The number of “immediacy” behaviors
(verbal and non-verbal signs of warmth and
friendliness).
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21. Factor 1
The choice of motivators.
Instructors who use negative motivators (e.g., fear, guilt,
embarrassment) experience more classroom incivilities
than instructors who use positive motivators (e.g.,
encouragement, praise).
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22. Factor 2
The number of “immediacy” behaviors (verbal and
non-verbal signs of warmth and friendliness).
Instructors exhibiting few immediacy behaviors experience
significantly more incivilities compared to instructors who
exhibit several of those behaviors. In other words, if
students perceive the instructor has disengaged from the
course and from their learning experience, they disengage
in turn, exhibiting the attendant problematic behaviors.
Other factors correlate negatively with incivilities, including
perceived worth of teaching, clarity and organization, and
pacing.
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23. How?
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24. Possible Strategies
Based on the findings and a comprehensive literature
review, Sorcinelli (2002) suggests 4 principles to reduce
incivilities. The principles are broad enough that each one
can be used to generate several concrete strategies.
1. Define expectations at the outset.
2. Decrease anonymity.
3. Seek feedback from students.
4. Encourage active learning.
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25. Define expectations at
the outset
Explicitly letting students know how the teacher want them
to behave in class avoids incivilities due to mismatched
expectations.
● Define the teachers policies on the syllabus. Clearly
articulating policies and their rationale in a respectful
tone can curb undesirable behaviors.
● Make good use of the first day of class. Use the first
day to create the right climate for productive
interaction. Highlight the policies on the syllabus and
model the behaviors teacher would like to see.
● Allow student participation in setting ground rules.
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26. Decrease anonymity.
Especially in large classes, students can sometimes engage in
thoughtless behaviors because the atmosphere feels very
depersonalized. Teacher can try several techniques to build
connections with students:
● Learn and use names consistently.
● Engage students one-on-one. Use the time right
before and after class to make small talk with
students. Ask about the weekend, or the homework,
or common interests. Some teachers schedule
lunches with small groups of students throughout the
semester to get to know them and to present
themselves as more approachable.
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27. Seek feedback from
students.
● Some student incivilities are due to perceived
instructor incivilities – instructor’s own lateness or
disorganization, rudeness or interruptions when
students are speaking.
● Seek feedback to double-check student perceptions
of teacher.
● Teacher can use early course evaluations, or quick
in-class anonymous feedback with one –minute
papers.
● Teacher can also designate some students to be
class representatives and meet with them
periodically, when they can let you know of general
student concerns.
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28. Encourage active
learning.
Meaningful engagement has obvious benefits for student
learning and performance, but it can also bring some side
benefits with respect to student behavior in the classroom.
In fact, Sorcinelli (1991) points out that in classes that use
active learning effectively, students
○ feel more responsible for coming to class, and
coming prepared
○ perceive they pay more attention in class
○ feel more responsible for their own learning.
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29. Faculty
Faculty have found it helpful to:
● Outline both productive and disruptive types of behavior.
● Outline the process by which disruptive behavior will be
addressed.
● Outline consequences for ongoing disruptive behavior.
● Verbally address classroom expectations regarding
behavior on the first day of class. It is especially
effective to talk about behavior you want to see, as well
as the type that’s disruptive.
● Model the type of behavior teacher expect from the
class.
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30. What to Do?
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31. What to do
Stay calm and listen to student concerns – identifying the catalyst for
disruption can help the teacher address the situation in the moment or in a
later meeting.
● Be steady, consistent and firm.
● Acknowledge the feelings of the individual.
● Remember that disruptive behavior is often caused by stress or
frustration.
● Address the disruption individually, directly and immediately.
● Be specific about the behavior that is disruptive and set limits.
● Remove the student from that class session if the student does not
comply with your actions. If the student does not leave after being
asked to do so, you can call UWPD for backup.
● Ask the student to see you after class to address the disruption,
explore the causes of the incident and discuss appropriate
behavior.
● Pay attention to warning signs that the situation is nearing
escalation toward violence.
● Be aware of your own limitations – operate within your own scope
of comfort:
○ Faculty can contact the student removed from class.
○ Faculty can bring class to an end for the day.
○ Faculty can seek out additional resources and coaching to
handle the disruptive student.
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32. What to avoid?
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33. What to avoid
● Do not allow the behavior to continue.
● Avoid making it a class issue – address
only the student who is causing the
disruption.
● Avoid an argument or shouting match.
● Do not blame or ridicule the student, or
use sarcasm.
● Do not touch the student.
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34. Steps
The following are seven major precorrection steps:
1. Step 1. Identify the context and the predictable behavior
(where and when the misbehavior occurs);
2. Step 2. Specify expected behavior (what we want instead);
3. Step 3. Systematically modify the context (e.g., changes in
instruction, tasks, schedules, seating arrangements);
4. Step 4. Conduct behavior rehearsals (have students practice
the appropriate behavior);
5. Step 5. Provide strong reinforcement such as frequent and
immediate teacher praise;
6. Step 6. Prompt expected behaviors; and
7. Step 7. Monitor the plan (collect data on student
performance).
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35. References
1. https://www.cmu.edu/teaching/designteach/teach/problemstudent.html
2. https://web.cortland.edu/andersmd/psy501/12.htm
3. https://www.hindawi.com/journals/tswj/2012/208907/
4. https://dsl.uw.edu/faculty/disruptive-behavior-in-the-classroom/best-practices/
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