The document discusses how teachers can deal with disruptive student behavior in the classroom. It notes that disruptive behavior has always been a concern for teachers and can hinder the learning process. The document recommends that teachers examine ways to modify the classroom environment to reduce disruptive behaviors, determine effective intervention strategies, and choose classroom management techniques that address issues like students talking without permission, refusing to engage in class, or disregarding the teacher's instructions. Teachers are encouraged to establish clear behavioral expectations, monitor attendance and participation, and implement prevention and intervention strategies to promote positive discipline and reduce problems within the classroom.

1. How to Deal with Students’ Disruptive Behaviour?
By: Paulina Sandagon- Tabuzo
Teachers are said
to be the facilitators of
learning. The
transformation of
students’ lives into
meaningful and
productive citizens
anchored on the hands
of their teachers- as
second parents. But,
teachers’ roles are not
only limited through
instilling knowledge or
information among
students, also they play the most significant role like dealing students’
disruptive behaviours in the four-corner of the classroom.
According to Elliot and Place, disruptive behaviour in school is not a new
phenomenon, but is still brought to peoples’ attention worldwide as a major
concern. In a classroom one can observe a multitude of different movements.
Some movements have a purpose and are planned, like fetching a book that is
needed, while other movements do not. Some of the movements are on-task
and some off-task, and some movements are perceived as disruptive, and some
are not.
Teachers should examine the impact of modifying the classroom
environment in reducing disruptive behaviours among students and encourage
them to actively engage in the academic activities.
One of the important roles of teachers is to determine what intervention
strategies to carry out in dealing with students who exhibit disruptive
behaviors.
Much of the attention currently given to improve students’ academic
achievement addresses issues of the curriculum, instructional strategies, and
intervention or services for struggling learners. However, it would not be
attainable if teachers are unable to address some common, but rampant issues
inside the four-corner of the classrooms.
Successful classroom teaching can be side-tracked by students
distracting and defiant behaviours. Some have perceived that excessive

2. amount of energy are given to a few students by teachers, parents, and school
administrators. Often, with little or no improvement in either behaviour or
academics, students should always be guided by their teachers.
More and more children from troubled, chaotic homes are bringing well-
developed patterns of antisocial behaviour to school.
While demonstrating lesson, teachers cannot avoid seeing students
exhibiting high levels of disruptive behaviours such as speaking with other
students without any permission, talking out f turn, getting out of seat and
walking around the classroom, disregarding teachers’ direction or instruction,
and refusing to engage in class activities.
Selecting effective classroom management can help teachers deal with an
important issue that may hinder the learning and teaching process to eliminate
some issues inside the classroom.
In this sense, teacher must conduct the practice of modifying the
classroom learning environment to decrease problem behaviour- an empirically
validated behavioural change strategy among students.
Teacher must choose or enhance strategies that they believe would most
benefit their class.
It is of utmost importance that teachers would be able to develop and
implement effective prevention and provide intervention strategies in reducing
disruptive behaviours while promoting positive discipline.
To prevent disruptive behaviour in the classroom, teachers should
establish behavioural expectations at the beginning of the school year.
Like checking of attendance, lateness, class participation, cheating and
appropriate conduct should be discussed in the classroom.
In the arena of providing quality education among students, teachers
must continuously lay-out the phases of carrying out interventions that would
serve as an avenue to reaching the primary mission and vision of the
Department of Education (DepEd).