Educational Guidance & Counseling

 Solution of misbehavior:
Presented to: Dr.Syed Shafqat Ali shah

Presented by: Namra Liaqat
18173901-030
Aina Malik
18173901-031
Rida Zainab
18173901-002
Educational Guidance and Counseling
 Content:
 Definition of misbehavior:
 Causes of misbehavior:
 Solution of misbehavior:
 Strategies for preventing misbehavior:
 Reference:
 Definition of Misbehavior:
 Student misbehavior can be defined as a student’s action or

interaction that disrupts or distracts the flow of the learning
processes. That is any behavior that is inappropriate in the
classroom can be termed as students’ misbehavior.
 Causes of misbehavior:
 Seeking Attention
Being the center of attention is a
common desire for students, some
more than others. Acting out by
making fun of others, swearing,
talking out of turn or simply being
uncooperative are a few ways
students looking for more of the
spotlight may misbehave.
 Continue…
 Desire for Power

Some students who misbehave are expressing a
desire for more control in the classroom, and
acting inappropriately makes them feel powerful.
These students are not content to go along with
the general plan and make it known they want
things their way. Signs of a power-seeking student
include constant arguing and a refusal to follow
basic rules intended for everyone.
 Continue….
 Looking for Revenge

Some children lash out in the classroom as a response to
hurt feelings they experience. By misbehaving, they feel
they are getting back at those responsible, whether it
involves the students, the teacher or both. Students who
misbehave as a motive for revenge may enjoy acting
cruelly or even violently towards others. Revenge seekers
are likely to perform bullying acts, such as shoving and
excessive teasing.
 Continue…
 Lack of Self-Confidence
A general fear of failure occurs when a student feels he
cannot possibly live up to any expectations. These students
misbehave as a way to avoid participating in anything that
may lead to failure. Although the child may seem
completely confident with school-related activities outside
of the classroom, he acts incapable of functioning in a
learning environment.
 Continue….
 Physiological Factors
Students who are misbehaving may have some kind of
temporary malady contributing to their attitude. For
instance, a child who is overly tired, sick, hungry or
simply the victim of a sudden change in routine may
demonstrate troubling classroom behavior. Students who
are misbehaving may have some kind of temporary
malady contributing to their attitude.
 Continue…
 Classroom Environment
A classroom not designed for optimal learning may
contribute to a student who refuses to behave. Poor seating
arrangements, extreme temperatures or a high noise level
are all distracting elements in a classroom that ultimately
hinder the learning experience. The atmosphere in
classrooms like these will result in behavior issues. Poor
seating arrangements may result in behavior issues.
 Continue….
 Problems with Curriculum

Some students may not feel challenged enough to behave
properly. If the information taught is not appropriate for the
learning abilities of an individual, she may mentally
withdraw out of boredom or frustration, resulting in
behavior problems. Additionally, a particular teacher's
instruction style may cause conflicts with a student,
disrupting the learning process.
 Solution to misbehavior:
 Misbehavior in the classroom disrupts students' attention and negatively

impacts the learning environment. To ensure the best educational
experience possible, teachers must master the art of classroom
management. Although this is a challenge for certain teachers, with
enough practice, you will find there are solutions to misbehavior in
even the most difficult students.
 Continue….
 Monitor Your Students Closely

Students who feel they are in the presence of an alert educator are less likely
to misbehave than those who assume they are not being watched. It is
recommended that the teacher constantly circulate throughout the classroom
to check on students' progress and give quiet suggestions in the event anyone
is struggling with their work. This keeps children focused on the task at hand
and keeps them from falling victim to distractions that cause misbehavior.
 Continue…
 Model Appropriate Behavior

As a teacher, be careful not to send students mixed messages about
the behavior you expect from them. If you are impatient, quick to
anger and inconsiderate of your students' feelings, it is unlikely the
class will demonstrate the positive behaviors you ask of them. Set
a positive example by showing high levels of patience,
organization, courtesy and enthusiasm. If you expect the children
to use quiet "inside" voices, you must speak at that volume as
well.
 Continue….
 Have Regular Class Meetings

If multiple members of a classroom are struggling with the same problems or
if a particular issue gets out of hand, call a classroom meeting. Make it clear
what is unacceptable about the students' behavior and why. Ask the class for
suggestions on ways to improve the situation and to keep it from coming up
again. This gives students a chance to participate in the problem-solving
process and contribute their own ideas on how to stop misbehavior from
happening.
 Continue…
 Stay Calm
When a student misbehaves, it might seem natural to react
negatively or show your frustration. Instead of giving in to your
agitation, take a deep breath and try to handle the situation as
calmly as possible. If you attempt to put a stop to misbehavior in
an angry state, your decision-making will suffer, and you will only
pass your negative feelings to other students who will easily sense
your lack of control.
 Continue….
 Use Nonverbal Cues

Create nonverbal reminders to let your students know you need
their attention. Flip light switches, ring a bell or come up with
hand signals that alert your students to quiet down instead of
raising your voice to settle commotion. Discuss these cues with
your class before you implement them so students know exactly
what they mean and how they should respond to them.
 strategies for preventing
misbehaviour
 The ripple effect

The ripple effect occurs when the teacher corrects misbehavior in one
student, and this positively influences the behavior of other nearby
students. The ripple effect is influenced by the clarity and firmness of
the correction - and the effect is greater when the teacher clearly names
the unacceptable behavior and gives the reasons for the desist.
 Continue…
 Withitness
Withitness (being 'with it') is an awareness of what occurring in all
parts of the classroom at all times - often referred to as having the
proverbial 'eyes in the back of your head'. To be effective, the
students must perceive that the teacher really knows what is going
on in the classroom.
Timing is another aspect of Withitness . Teacher should intervene
early and quickly in dealing with misbehavior.
 Continue…
 Overlapping
Overlapping is when the teacher can attend 2 or more events within the
classroom at the same time. For example, the teacher can give a
student individual feedback in one area of the classroom and
simultaneously offer a quick word of encouragement to students who
are working at another learning Centre. Or, a teacher can deal
effectively with an interruption while keeping an eye on what else is
happenings across the room
 Continue…
 Transitions
This is when the teacher maintains smoothness and momentum
between and within lessons. Student behavior is influenced by the
smoothness and effectiveness of transitions between tasks in a
lesson. Failure to gain the students attention, unclear and
confusing directions, using lengthy explanations, dwelling too
much on the details rather than focusing on key points, and
allowing students to take too much time moving from one task to
the next contribute to student misbehavior.
 Continue…
 Group focus/ alerting

Group focus/ alerting is when the teacher is able to keep the whole class
engaged - and alert students to new learning or up-coming change. The
ability to keep members of the class or group paying attention to the task is
essential in maintaining an efficient classroom and reducing student
misbehavior. Effective grouping maximizes active participation and keeps
students engaged in learning.
 Continue…
 Satiation
Satiation is when the teacher knows when students have had
enough and notices signs of boredom. Satiation, which means
being satisfied or having enough, is used by Kounin to describe
students' progressive loss of interest in the task. When students
experience satiation or boredom, other behaviors emerge. Students
may introduce variations into the task, work mechanically on the
task without giving it much thought, or try to create some
excitement through fooling around with a classmate or engaging in
other forms of misbehavior.
Reference:
 https://education.nsw.gov.au/teaching-and-learnin
g/
 https://www.education.gov.gy/web/index.php/teac
hers/tips-for-teaching/item/
 http://www.ehow.com/
 https://classroommanagementexpert.com/blog/wh
y-do-students-misbehave/
 https://www.slideshare.net/rajeevelt/how-to-deal-
with-student-misbehaviour

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 Solution of misbehavior:

Presented to: Dr.Syed Shafqat Ali shah

 Student misbehavior can be defined as a student’s action or

 Desire for Power

 Looking for Revenge

 Problems with Curriculum

 Misbehavior in the classroom disrupts students' attention and negatively

 Monitor Your Students Closely

 Model Appropriate Behavior

 Have Regular Class Meetings

 Use Nonverbal Cues

 The ripple effect

 Group focus/ alerting

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