Common Strategies for Managing Misbehavior in the Classroom

There are many ways to cope with common misbehavior problems of children. Some specific nonverbal interventions include planned ignoring, signal interference, proximity interference, and touch interference. There are many proactive intervention techniques that can be practiced to help eradicate negative behaviors. There are both positive and negative sides to these intervention recommendations.

Planned ignoring is based on the fact that ignoring a behavior will cause it to become extinct. When properly executed, planned ignoring will first cause an increase in the unwanted behavior. This procedure can be quite effective, but only when the motivation behind the behavior is attention seeking. For example, if a young student consistently hits the teacher while the teacher is with another student, we can conclude after taking observation data that the child is looking for attention. Once the behavior is ignored and goes into the increased extinction burst, it will then cease to exist. However, it is also relevant to mention the significance of the misbehaving child's peers. If they are reinforcing the behavior by giving the student the attention he or she seeks, planned ignoring will not be effective and the teacher should attempt to stifle the inappropriate behavior with another method. In my own classroom, I first take data on the child's behavior to determine if planned ignoring will be effective. This means I allow the behavior to occur for a few days before attempting to eliminate it, however, it is then gone with only one attempt.

Signal interference can be a very good technique for removing a behavior without disrupting the class. Nonetheless, the teacher must first be sure that the behavior itself is not too disruptive. It would then be much better to use an alternate method so that the rest of the class is not disrupted. The teacher should be quick to determine if this method would be useful before even attempting to use it, so as not to waste time.

The next step in the hierarchy is touch interference. Although there are possible negative outcomes when using this tactic, it remains part of the hierarchy. Touch interference can be effective, but it would prevent misconception if it were paired with a verbal reprimand. Touch would then signify a sense of familiarity or friendship while at the same time be clearly be understood. It should not be assumed that all students would comprehend the meaning of a touch - so why take the chance? As with all methods, the teacher should make the choice prior rather than just continue up the hierarchy until getting it correct.

There are also different proactive intervention skills that should decrease the need for more intrusive intervention methods. Some of these recommendations are practical and logical, such as altering the pace of classroom activities when students lack concentration. The teacher that is able to recognize the need to change his or her own behavior will, in all likelihood, have greater success in keeping the students centered. Removing a distracting object from a student is another idea that may or may not disrupt the lesson and therefore take away from class time. Once again this suggestion is not for every student and its use needs to be carefully selected by the teacher.

Redirecting the behavior of off-task students is an excellent technique that is very effective in the classroom. In order to be practical this method must be used the proper way. Redirecting without specifically addressing the inappropriate behavior prevents embarrassment and is a practical tool used to get the student back on task. Encouraging the appropriate behavior of other students is also a good technique which gets the student's attention, however, it is equally important to encourage the appropriate behaviors of the student who also behaves inappropriately. By also paying attention when he or she is acting right, you are helping to decrease the need for the child to engage in future negative actions. It helps them to remember that you are observing them at all times. If they know you are watching they may be less likely to do something wrong. Also, their need for attention can be filled without causing disruption.

Overall, there are many useful methods for coping with misbehavior in the classroom. Although some of these techniques may not seem realistic at times, knowledge of all possibilities remains to be helpful. It is greatly significant to recognize the fact that each student and each situation is different, and the teacher rather than a formal hierarchy should determine the methods used to intervene.