Reducing whatever is causing the behavioral problems requires identifying what prompts and reinforces them. The IES recommends this as a first step in the attempt to correct behavioral problems. In the discovery process, note the behavior because this can give a clue to the purpose behind the behavior and it becomes an important foundation in mitigating it.
Sometimes it's an alterable situation that causes the behavioral problems. In that case, it should be altered. Sometimes there is a "behavioral hot spot" and all that is required is to disperse the children and extinguish the hot spot. When there are problem personalities that gravitate toward each other in group activities, it may be necessary for the teacher to assign students to groups to prevent problems.
A failure to meet behavioral expectations can be remedied by explicit instructions, just as poor academic performance is remedied by explicit instruction. After the instruction, the behavioral problems may be replaced by good behavior. When this happens, the teacher should look for opportunities to reinforce even the smallest achievement. The positive reinforcement will slowly reduce and possibly replace the previous behavior. The reinforcement is used to delicately further the explicit instruction.
Most behavioral problems, especially if they continue, require more than one person for any resolution. Teachers are encouraged by the IES to involve parents, administrators, psychologists and other professionals in the problem-solving efforts. "Recognizing the collective wisdom," according to IES, will better meet the needs of the student. Involving the parents could help the teacher better understand whether the child's home situation is behind the behavior.