Handling students

behavior
Reporters:
Stephen Cambas BSED-Math IV
Olda Rica Pia BSED-Filipino II
 Managing Student’s Behavior
Aside from managing the physical
atmosphere of the classroom, a learning-
conscious teacher manages also the psycho-
social climate of the classroom. As such, a
teacher has to build three distinct
relationships with his/her students in so far as
managing the psycho-social dimension of the
classroom is concerned.
The 3 Classroom Management Styles

Authoritarian
Laissez-faire
democratic
Authoritarian
Itis characterized by centralized
control. The teacher directs the
actions of the students, plans for
them, sets the limits on their
behavior and considers them as a
passive receivers of instruction
and information.
Laissez-faire
Itis characterized by a teacher
who does not interfere with
students’ choices and actions.
The students are allowed to
decide what they want to do and
how they will do it.
Democratic
It is characterized by a teacher who
leads the students in the learning
process. It is usually characterized by
interchange of ideas between the
teacher and the students before
decision is reached. The learning
situation is arranged so that students
are encouraged to think.
 Handling Disruptive Student
Behavior
 It
is important to recognize the types
of disruptive behaviors students are
exhibiting early in the semester and
act quickly to reduce problems.
Start with the Syllabus
Establish ground rules and
communicate your expectations for
appropriate student behavior
including civility, attendance,
tardiness, participation, turning in
assignments, make up exams, re-
grades, and common distractors. For
instance, cellphones and laptops.
Incorporate Student Ideas
Have your students read
through your policies, point
out disruptive behaviors you
may have missed, and add
those suggestions to your list,
as is reasonable.
Serve as a Role Model
 Exhibitthe behaviors you expect
from your students.
 For example: if you expect your
students to be on time, make sure
you are on time.
Command Class Attention
 Useeffective presentation techniques;
appropriate volume, body language, and
an eye contact; as well as rehearsing
your lectures in advance, lessen
nervousness, tangents, and distractive
behaviors such as searching through
notes.
Analyze your own behavior

Some disruptive behaviors

could be a result of your
own behavior
Create a Constructive
Learning Environment
Encourage Active Learning

Methods like student-centered

discussions and collaborative
learning activities develop
positive relationships among
class members, and between
faculty and students.
Decrease anonymity and increase
approachability
Learn students’ names and
something about them.
Meet them individually, if
possible.
Seek feedback from students
 Administer an informal course
evaluation early in the semester or
schedule a student focus group. Ask
students what current topic is giving
them the most difficulty and why so
that they can provide constructive
feedback and you can more easily
address their concerns.
Cultivate mutual respect
Let students know that you
recognize them as individuals, that
you are committed to their
learning, that you are willing to
listen carefully and respectfully,
and that you expect the same from
them.
Respond in a timely manner, but
stay calm
 Bykeeping calm and addressing the
behavior when it happens, you ill retain
credibility and earn the support of the other
students. Remember your aim is not just to
stop disruptive behaviors; it is also to
defend the learning environment so that all
students can learn.
Personalize your comments
 If
a problem arises, use “I” statements
and clear concise language to describe
what you want and avoid arguments. If
students are engaging in disruptive
side-conversations, say “I would
appreciate it if you would not talk
while others are speaking”.
Give students Permission
 Often,students feel uncomfortable
confronting other students about
disruptive behavior. Make it clear to
students that they too are responsible
for their learning environment and that
each of them has the right to politely
and calmly request that their
classmates stop behaving in a
disruptive manner.
Manage Dominant and
Attention-Seeking
Behaviors
Remind students that you want to hear
from all of them
If the problem resists ask your
students to suggest what might be
done to give all students a chance to
participate. If the attention-seeking
student is consistently reporting
incorrect or evidence-free
information, ask the other students
whether they agree or disagree.
Change Students’ Responsibilities
during group work
Purposely assign a quieter
student the job of group
reporter and/or give the
dominant students jobs that
require them to divert their
attention elsewhere.
Speak to the Student Privately
Openly recognize you value the
student’s enthusiasm, but remind
him/her that it is your job to make
sure all of the students understand
the material and that you cannot do
that effectively if you only hear from
a few students.
Make Connections with
Inattentive Students
Use active and collaborative
learning techniques
Try breaking the class into pairs
or groups to discuss a concept or
problem before asking questions,
or use other active learning
techniques to keep students
engaged.
Use Class time wisely
Students who habitually
arrive late or leave early
do so because they do not
believe they will miss
anything important.
Preferences:

 Casinto Cario Domingo

 https://ctl.iupui.edu.com