This document discusses strategies that teachers can use to reduce disruptive behavior in the classroom. It notes that both students and teachers experience stress from behavioral issues, which disrupts learning. Some evidence-based approaches mentioned include using antecedent tactics to prevent problems and positive consequences to encourage appropriate behavior. The document also recommends providing clear teacher evaluations and training, controlling noise levels, and using positive encouragement rather than just reactive discipline strategies. The goal is to proactively address and limit disruption and non-compliance among students.

1. MGT305 Organizational Behavior
Answers:
Discussion
These considerations are grounded on studies that have looked at a variety of evidence-
based tactics that instructors may use to lessen disruptive and difficult behaviour in their
classes (Malott, 2015). Some of them are antecedent tactics, which are meant to assist
prevent the onset of problematic behaviours, while others are positive consequences
methods, which are intended to encourage students to behave appropriately. Information
concerning teacher feedback is also given, as is a discussion of ways for improving teacher-
student interactions.
Students' and teachers' stress levels rise as a result of behavioural issues in the classroom,
which disrupts the flow of lessons as well as interferes with both learning goals and
processes of learning. Their disruptive behaviour also has a negative impact on classroom
dynamics, as the focus of attention moves from the academic work at hand to the diversions
supplied by the disruptive behaviour (Muttaqin, et al., 2021). One or two students are often
identified as "issues," and they may behave in ways that exacerbate management challenges
by motivating one another and, maybe, other students in the class to engage in disruptive
behaviours.
The Strategies Can Be
Evaluation of the teacher's performance:
Providing instructors with clear instructions and techniques for good teaching, as well as
written performance evaluation, graphed data, as well as consultation sessions, can help
them become more effective.
Training together in classroom setting:
It appears that if additional teacher training is required, a combination of instruction,
rehearsal as well as stimulates, prediction of reasonable responses, constructive feedback
and applaud for precise responding can be an efficacious strategy for improving teacher
behaviour leadership skills and teacher development (Walker, et al., 2021).

2. Controlling the level of noise:
The lowering of excessive noise in the classroom may aid in the improvement of the
educational environment both inside the classroom and between neighbouring rooms.
While full stillness is no longer regarded suitable or acceptable, excessive noise has been
recognised as a source of teacher stress and has been shown to have a negative influence on
student performance.
It is the goal of the strategic application to foresee, and therefore restrict, disturbance, non-
compliance, as well as task avoidance upon that part of pupils. Teachers might
unintentionally develop or sustain bad classroom behaviour by leaning too much on
reactive management tactics, which are generally ineffective. Even though instructors are
mindful of the inefficacy of reactionary methods such as detainment, removal from class,
including office referrals, the use of responsive strategies such as this one persists non
certain schools. The use of positive encouragement is critical in order to promote and
sustain proper behaviour as well as academic achievement.
References
Malott, R. (2015). Principles of behavior. Psychology Press.
Muttaqin, Z., Hambali, A., Eq, N. A., & Nursobah, A. (2021). Transformatif Leadership of
School Principles in Improving the Quality of Education Management. International Journal
of Nusantara Islam, 9(2), 294-341.
Walker, J. D., Johnson, K. M., & Randolph, K. M. (2021). Teacher self-advocacy for the shared
responsibility of classroom and behavior management. Teaching Exceptional
Children, 53(3), 216-225.