In short, teachers should apply both penalties (for inappropriate behaviour) and rewards (for desirable behaviour). Clear rules.
Certainly the penalties and rewards should be chosen on the basis of the context as well as school policy and regulations. It is not simple for sure.
I agree with Konstantinos. Penalities with rewards could be good way.
Respected professors and scholars,
Thank you for your contribution.@Bahtilla Marinette,@Konstantinos Karampelas@Mariappan Jawaharlal@
Karima Khalil@Cala Fils
How to handle misbehaving students in class room?
This is a very simple and so valuable question. I said it was a simple question……not that it had a simple answer :-) It invites us to ask questions in return. Having trained many teachers over many years I would say that pupil behaviour is the question new teachers ask most frequently. I suspect that where a teacher is weak in their curriculum knowledge it can be hidden. Weaknesses in the ability to assess pupils accurately and reliably can be passed over. The most obvious weakness of a teacher which declares itself to even the most casual observer is weakness in class management. Poor classroom management makes itself “loud” and “clear”.
If I have a student teacher who finds themselves challenged by “difficult classes” they often want to be given the “magic bullet” - the “trick” which if applied will end misbehaviour. Sadly (or not) the answer of making pupils behave cannot be encompassed in a simple technique, response or rule. It requires energy, emotional intelligence and analytical skills. As a starting point, in a conversation with a new teacher struggling with a badly behaved class I would offer “the five W’s” as a starting point:
W-hat – are they doing which you consider to be poor behaviour?
W-ho – is exhibiting this behaviour? All of the class? Two of them? One?
W-hen – does this behaviour occur? I’ll bet it’s at transitions between lesson episodes!
W-here – in the room does this happen? What is the “behaviour geography” of your classroom? You as the teacher decided what happened where!
W-hy – does the above behaviour occur? Does this class behave better in other lesson?....With other teachers? Like all good teacher education – we seek to help new teachers to construct their own working answers rather than offering simple “rules” to follow. In this way new teachers learn to become autonomous professionals rather than “technique robots” incapable of responding to changing circumstances and offering creativity and determination in the face of challenges.
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