This presentation discusses techniques for effectively dealing with disruptive student behavior while maintaining authority. It recommends using non-verbal cues like silence, not engaging with tantrums, turning off lights or ringing a bell. Verbally, teachers can say positive things, send disruptive students to the hall, or give responsibilities. Good behavior should be rewarded with non-verbal cues like stars/prizes or verbal praise. Teachers should develop routines, reduce downtime, have positive attitudes and apply discipline fairly. Students are ultimately responsible for their actions.

1. Patience in the Classroom:
Combating Undesirable Behavior
Presented by: Mariah Davis

2. Overview
When there is a disruptive student in the
classroom, teaching seems to become more
difficult and other students in the classroom
often find it more difficult to focus. Most
teachers will simply send the student to the
principles office or blatantly ignore what is going
on. This presentation is centered around
teaching techniques that deal with children
whom are displaying undesirable behavior
effectively and efficiently while maintaining
authority in a non-threatening manor as well as
take a look from a student’s perspective.

3. Non-Verbal Discipline
• Minor classroom interruptions are able to be
handled in many forms.
– Use Silence
• This is often used by teachers if one student is becoming
disruptive. If the teacher stops talking, eventually the
students will catch on and silence themselves as well.
– Do not Engage
• This tactic is used when a student is throwing a tantrum.
The teacher should not, for any reason, engage with that
student. Tantrums are most likely a way of getting
attention

4. Non-Verbal Discipline Continued
– Lights Off
• When the teacher turns off the lights, it signals to the
students to quiet themselves.
– Ringing a Bell
• This tactic, which is similar to the lights off technique, is
very effective in quieting students so that directions
may be listened to.

5. Verbal Discipline
• Many teachers use a combination of verbal and
non-verbal discipline. Listed below are a few
verbal disciplinary actions.
– Say Positive Things
• When students get into a quarrel and negative phrases are
thrown about make each student say a few positive things
about the other students.
– Send To Hallway
• When the student is being very disruptive, sending the
student to the hallway can be very effective in extinguishing
the situation. Talk with the student in the hallway to let
them know that their behavior is unwarranted.

6. Non-Verbal Praise
• When a student has achieved good behavior, it
is good to reward them. They feel confident
and are more likely to continue their good
behavior
– Giving Candy
• When a student has had 5 “good” days in a row, that
student will receive candy for their behavior.
– Gold Stars
• When a student has received so many gold stars, such
as 10 for example, the student gets a reward from a
prize box. The student may only obtain gold stars
through good behavior.

7. Non-Verbal Praise Continued
– Give a Responsibility
• When a student has achieved good behavior, allow the
student a responsibility such as feeding the class pet.
This allows the student to keep busy and gives them a
sense of pride and confidence in their new, “good”
behavior.

8. Verbal Praise
• Students enjoy to be rewarded for their good
behavior when it is achieved. For this reason,
both verbal and non-verbal praise should be
given frequently.
– Congratulate
• Giving a student a simple “good job” or “thank you for
following directions” is sometimes just as good as
giving them candy. Receiving acceptance from the
teacher is greatly valued to the student.

9. How to Establish Good Behavior in the
Classroom
• There are many ways to make a classroom a
friendlier environment.
– Develop a Routine
• There is more structure in the classroom when there is
a routine. When there is a structure, it is more difficult
for the student to act out.
– Reduce Down Time
• Allow minimal down time for the students while
configuring lesson plans. The more down time there is
for the students, the more likely it is that confrontation
will arise.

10. The Student’s Role
Think back to when you were in elementary
school. It was hard to stay in those tiny little
seats with those crammed desks when all you
wanted to do was play outside with your
friends. For this reason, and many others,
children tend to act out. It is the student’s
responsibility for their actions. But how does
the teacher handle them so that the discipline
is fair to the student but sufficient discipline as
well?

11. The Student’s Role Continued
• While the teacher’s role is very important, so is
the student’s. The student is ultimately
responsible for their own actions.
– Disciplinary Plan
• The students and the teacher make a disciplinary plan
together. This allows the student to be interactive with
the teacher and proactive in the possible consequences
of their actions.
– Choices
• Give the students a choice in their discipline.
– Example: The student misbehaves and disciplinary actions are
necessary. Allow the student two choices such as, lose 15
minutes of recess time or another item for homework. This way,
discipline is still taking place and the child is proactive in their
choices.

12. How to Establish Good Behavior in the
Classroom Continued
– Positive Attitude
• It is not only the students responsibility to carry a good
mood with them but it is also the teacher’s
responsibility to carry a good mood as well. If the
teacher is in a bad mood, chances are the students will
develop a bad mood as well. Bad moods tend to result
in poor behavior.
– Fairness
• When disciplining the student, make sure that every
action taken is fair to the student. Student’s pick up on
unfair situations quickly.

13. Conclusion
In summation there are many ways to handle
a child who is behaving in an undesirable way.
The common trend through out all of this is
patience. A little patience in the classroom
and for the students can go a very long way in
developing positive attitudes and many more
“good behavior days”.

14. Sources
• http://712educators.about.com/od/discipline/ht/class_mana
ge.htm
• http://www.guardian.co.uk/education/2005/may/20/schools.
uk2
• http://www.esl4kids.net/tips/patient.html
• http://smhp.psych.ucla.edu/pdfdocs/conduct/CONDUCT.pdf
• http://www.ehow.com/info_7973458_early-classroom-
behavior-management-tools.html
• http://712educators.about.com/od/discipline/tp/disciplinetip
s.htm
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