Before any action is taken, a thorough assessment of the issue is necessary. Thoroughly examine the specifics of the problem and identify the root causes and conditions that induce the misbehavior. It is important to classify the behavior as caused by an individual or by a group of students. Research conducted by the Institute of Education Science (IES) has revealed that tailoring the intervention to address the specific needs of the problem student(s) will yield more positive results in reducing future occurrences of misbehavior.
The IES strongly recommends modifying the classroom environment to reinforce the teacher's power and clearly defines appropriate and inappropriate behavior. Organize the classroom with a clear education zone; it's important that the teacher can clearly see every student from this area. Develop a definitive class routine that actively teaches good behavior and practice it every day, especially during the first few weeks of school. It's essential that behavioral expectations are taught, and not simply expected; establishing and demonstrating good behavior decreases the potential for misbehavior.
Never assume that a student is aware that they are misbehaving. Many students misbehave without even knowing they're doing anything wrong. In such circumstances, a teacher needs to discern whether the student has the skills and knowledge to practice good behavior. To discern this information, observe the student carefully for instances in which he successfully preforms good behavior that counters the bad behavior. If thorough observation shows that the student doesn't have the skills, teach him the skills required for good behavior. Continue to examine the student's behavior and give feedback about how he might improve. To reinforce good behavior to the entire classroom, implement a self-monitoring tactic in which the students record their own behavior to help them become aware of personal social strengths and weakness. Review the students' recordings and offer guidance for improvement.
Some circumstances warrant outside help to mitigate and minimize poor class behavior. If you have exhausted all of your options and bad behavior persists, it's time to meet and discuss the issue with parents. Teachers should also meet with a group of school administrators and discuss the problem, especially in extreme situations. Often, a collaborative effort between administration, parents and teachers will reveal strategies of which an individual teacher might not have been aware, and can help mitigate behavioral issues as well as develop effective management strategies that minimize indiscipline.