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Class- Room Management and Goals of
Misbehaviour
What is Management?
A simple definition is:
Wherevergroups of people live and work together, there are
issues of management that have to be solved or there will be chaos.
It is not necessary that we need to Manage, when situations become
chaotic. Management, is also required, when people are working or
staying under one roof.
What is Class-Room Management?
 It’s effective discipline.
 It’s being prepared for class.
 It’s motivating your students.
 It’s providing a safe,comfortable learning environment.
 It’s building your students’ self esteem.
 It’s being creative and imaginative in daily lessons.
And . . .
Teachersmustknow that:
Class-Room Managementis differentfor each class.
Is Class Room Management, the only responsibilityof the Teacher?
The ethos of the schoolplays a very important role, in class room
management.
Teachers,must know the rules and regulations that are being followed in
the town, city, province, the state or the Country that they are in.
Differentplaces have differentrules for disciplining, so those are to be
made clear to the teachers, when they join.

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No Corporal Punishment is the orderof the day, so teachers have to
refrain from using harsh words and a big no to scale, slap or any other
tool that would give physical pain.
What needs to be managed,in a Class Room?
Is it only the Learners?
Is it only the content?
Well, its both.
A class is always heterogeneous; we will always have learners
with differentbackgrounds,with different Physical differences.
Differences maybe based on some of the enlisted, areas.
Mental differences
Differences in motor ability
Differences in achievement
Emotional differences
Differences in interests and aptitudes
Learning differences
Differences in attitudes and beliefs and opinions
Differences in social and moral development.
Differences inmind- sets.
Heterogeneity, makes the task of the teacher very challenging.
There will be learners, who are:
a. Attention- Seeking.

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This occurs when a student feels that the recognitionthat they deserve
is not being given.
The student’s sense of belonging and acceptance is derived from the
attention of others.
The student is not attempting to hurt or control other fellow students.
The student attains attention through annoying or disruptive behavior.
Now, how does a teacher handle Attention- Seeking learners?
There are no ready made answers but some of the probable methods
that can be useful are;

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Discuss goal
Catch them being good
Use logical Consequences
Acknowledge appropriate
behavior
Discuss the goal.
Teacher will have to discuss,the Goal of Misbehaviour, with the child.
This can only be done, when she has gained the confidenceand trust of
the child.
The learner, if can know, why is he wanting Attention, will solve many
issues.
The teacher has to be extremely tactful and at least feelcontented that
her student is wanting her Attention.
Acknowledge Appropriate Behaviour
As, stated above, teacher has to be vigilant and catch such learners
doing well.

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Catch Them Being Good
Teacher, will have to be alert and be ready to appreciate those learners,
when ever they do something that is good and beneficial.
In this way, she will be able to satiate, to some extent the need of the
child, to get Attention.
Use logical Consequences
The teacher and these particular child/children will have to communicate
a lot more, build a bridge of interaction and know , what are/ will/ shall be
the consequences of a particular kind of behaviour.
Usual Reactions Of Teachers
Teacher gets frustrated, irritated and annoyed
Usually the teacher gives the student the required attention and the
behavior stops for the moment, but then continues again.
The teacher here is being trained by the student, i.e. short-term
gratification for short-term stoppage of misbehavior.

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b. Struggle Power
There will be learners, who are trying to dominate the class
through, Power.
The student believes that importance is derived when in control of a
situation or others.
Student displays temper tantrums, crying, arrogant voice and body
language when talking back, contradicts, or challenges the teacher or
other students.
The students when asked to stop will continue to misbehave giving the
teacher the message that the teacher will have to engage in more work.
Again no ready- made answers but probable methods,that may work,
are

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Disclose the goal
Do the unexpected
Do not use sarcasm
Explain responsibilities and
expectations
Disclose the goal.
In this case too, the Learners who are trying to dominate their peers are
trying to do so through Power and that too Physical Power.
Teacher, will be required to discuss with such learners as to what is their
goal of such kind of behavior that will boosttheir self image.
The student believes that importance is derived when in control of a
situation or others.
Student displays temper tantrums, crying, arrogant voice and body
language when talking back, contradicts, or challenges the teacher or
other students.

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Do the unexpected.
In such cases, the teacher shall have to take learner by surprise. When
student is trying his best to engage the teacher, in power struggle , at
that point the teacher , will have to ignore, or be extra polite. This
unexpected response of the teacher will put the learner on back –foot.
Do not use sarcasm.
At no point, the teacher can afford to be sarcastic because this will not
put an end to Power Struggle but there is every possibilityof aggravating
defiance.
Explain responsibilities and Expectations.
The teacher, at all times, must address the entire class and explain
what is expected from them and what are their responsibilities . Once
these are spelled out clearly, the Power Seekers may refrain from
disruptive behavior.
Teachers Reaction to Power- Seekers
 Teacher feels it is an attack on the teacher’s positionof authority
 Teacher is threatened or embarrassed.
 Anger is oftena method the teacher uses to overpowerthe student
i.e. If you don’t stop,I will send you to the office.
There may be learners, in this group of heterogeneous class,who are
Revenge Seekers.

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c. Revenge Seeker
The student feels that by hurting others emotionally or physically, they
are important
This type of behavior is cyclical since the student sets up to be punished
and the hurt of the punishment renews the motivation to seek revenge.
Again, no ready made answers, but some remedial measures,may help:

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Disclose the goal
Do not retaliate
Highlight positive
qualities
Build caring
relationships
Disclose the goal
The teacher, will have to sit with the learner and discuss,his/her goal of
misbehavior.
This can be attained, only by communicating. Once, the pupil opens up,
more than half the battle is won.
Do not retaliate
Yes, a difficulttask, but dealing with Revenge Seekers,requires
patience.

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Highlight positive qualities
Highlighting, the learners positive qualities, negates the desire to
dominate,.
The pupils are, at times, not even aware of their positive qualities and
keep on nurturing wrong ways to seek revenge.
Build caring relationships
Teacher, will , very essentially, have to catch such pupils, when they
show compassion.
Once seen, teacher highlights compassion,in learners , that get FEEL
GOOD FACTOR and this FEELING GOOD , may , in all probability
reduce the desire to seek revenge.
Once the learner starts feeling good,he/ she will cut the cyclic nature of
Revenge Seeking trait.
Teachers Reaction to Revenge
 The teacher feels hurt and humiliated
 When the student’s behavior is severe enough the teacher feels
repulsed.
 Students are often suspended,given more dire punishments and
denied privileges for extended periods of time.

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d. Display Real or AssumedDisability.
 The student feels helpless and without academic,physical or
emotions skills or abilities, feels left out.
 There is usually minimal or no effortin all aspects of schoolwork.
 The student does not stop the teacher from teaching or other
students from learning.
Some of the probable ways of dealing are:

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Discuss the goal
Decrease competition
Modify instructional
methods
Helpovercome short falls
Discuss the goal
Like in all the above, cases, the teacher will need to communicate with
the learner and try her bestto find out the reasons, for such,
lackadaisical conduct.
Decreasecompetition
Very tactfully, the teacher will have to try to bring up those learners, who
have Assumed or Real disability, towards learning.
It’s an uphill task for the teacher because the learner has given up and
finds no interest in what the teacher or the peers are doing.
The competition, will be required to be camouflaged,so that there is no
feeling of being “leftOut”.

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Modify instructionalmethods
Simplerinstructional method, if used will re kindle interest , to learn, in
the learners and they may show eagerness to learn.
Also, identifying, which teaching methodologywill bring the maximum ,
learning outcomes,will be the bestTool, in the hands of the teacher.
Help overcome shortfalls
Again, the teacher , is required to learn much more, about the learners,
as possible.Identifying,the shortfalls, then working on them and finally
aiming to achieve the bestpossible results.
Teacher Reaction to Assumed Disability
 The teacher gives up on the student by decreasing expectations
 The student is usually ignored,forgottenor treated with
indifference
 Teacher oftenstates, “Whenyou are ready to work, let me know.”
or “If you don’t try, why should I?’
Teacher Reaction to Assumed Disability
 The teacher gives up on the student by decreasing expectations
 The student is usually ignored,forgottenor treated with
indifference
 Teacher oftenstates, “Whenyou are ready to work, let me know.”
or “If you don’t try, why should I?’
Thus, we have seen, in the article that CLASS ROOMMANAGEMENT,
is a challenging and an interesting task.
Once, the teacher is able to identify the GOALS OF MISBEHAVIOUR,
more than half the battle is won.
There are no bad boys, thereis only bad environment, bad training, bad
examples, and bad thinking”
-Boys Town