Establishing

and
Maintaining
Appropriate
Behavior
by Group 5
 Group
Members
Delfisea Cahya (1910117220005)

Ghina Aulia Hasanah (1910117220018)

Vita Erryanti (1910117320022)

01.
Setting the Stage
for Positive
 The most important single factor in
encouraging better behavior is in
offering interesting and engaging
lessons.

Students who enjoy what they are doing

are much less likely to be disruptive.
 Technique: Get students to devise the rules.
Involve students in discussing and deciding
how behavior can be managed.

1. Choose or agree a method by which students can work out what

the class rules should be.
2. Once the rules have been agreed, students also need to discuss
and agree how they should be enforced.
3. Write up a final version as a contract and display it prominently
on a poster or notice.
4. Go back to the rules occasionally and get the class to review
whether they are working and if they need to be added to or
revised at all.
 Technique: Build in chances to move, use up
energy and let off steam.
1. Add in occasional activities that afford chances to mingle, walk
around a little, do some activities standing up, helping to move
furniture or even just to change places.
2. Consider overtly physical activities, such as exercises, drama
games, running dictations outdoors and so on.
3. If students haven’t moved for ages, it’s possible that giving
them chances to move may lead initially to noise and a degree
of chaos. Don’t see this as a reason for not doing it; it’s the
opposite.
 Technique: Create routines.
Some teachers would argue that establishing regular routines can
help to give a sense of security and calmness to stages of each
lesson. Work on getting students to understand the routines. Do this
by simply repeating what the routines are.

Until the routine is totally established and habitual, work on the

assumption that students not following it have not remember it or
are uncertain rather that deliberately misbehaving.
 Technique: Pace.
Research seems to suggest that anti-social behavior often correlates
with activity transition points, lulls, and pauses.

One way of reducing disruption is to make sure that the lesson

continues to engage students during transitions between stages, and
maintains a strong flow of activity.
 Technique: Work-focused feedback.
In this approach, the teacher only makes comments and gives
feedback about work. He or she gives no reaction to, or comment on
any behavior issues.

This approach works best with students who are attention seeking,
as they slowly learn that the only way to get their teacher’s attention
is through their work.
 Techniques: Find opportunities to notice
positives.
1. Train yourself to notice positive work and behavior. Watch out
that you don’t slip into bland praise.
2. Keep a little pad of Post-It notes or small slips of distinctive
colored paper. Write little notes and leave them in unexpected
places. Pick on ordinary good behavior that you noticed.
3. Write messages home saying what students have done well
(rather than only communicating with parents when there is a
problem).
 02.
Dealing with
Small
Disruptions
Technique: State and Wait
 1. State
If a scene starts up (e.g. an argument), the first response is to clearly, concisely state an order to stop
(or to do something else). Deliver it with a tone of un-angry total confidence that they will stop,
speaking as loudly as necessary, but as quietly as possible. Do not start shouting, making threats or
intervening. Be polite and avoid sarcasm.

2. Wait
Don’t immediately start coming back with repetitions and louder orders. Look as if you expect them to
do what you asked. Use eye contact (see wordless interventions below) to firmly catch and hold the
eyes of any participants who glance at you.

3. Repeat
Only if there is no response or calming down, repeat the original order in exactly the same words
(perhaps prefaced by, ‘I said,,,’) as calmly and confident as the first time. Wait again.
 Technique: Wordless interventions
1. Raised eyebrow.
2. Head slightly tipped back.
3. Widened eyes.
4. Affixed stare at the person you wish to address.
5. A single clap of the hands.
6. A slow, small, discreet, slightly exaggerated ‘no’ shake of the
head.
7. A cough, ’hmmm’ or ‘ahem’ noise.
8. Using noisemaker of some kind, e.g. a bell or rainstick.
9. A raised finger, wagging ‘no’.
10. An open mouth, as if you are about to say, ‘uh-huh’.
11. A hand raised in the direction of the offender, palm up, as if
about to invite him or her into the room
 1. Toilet Visits

• If it’s not a big problem for the whole class, don’t make any rules
• If one individual makes frequent visits, discuss privately with him or
her.
• If many students regularly seem to be abusing things, set some
guidelines, e.g. no visits in the first ten minutes or last ten minutes of
class.
• Discourage over-long visits students who miss classroom work to catch
up during homework
 2. Late Arrivals

• Distinguish between lateness that is genuinely unavoidable (e.g. the

previous teacher let them out late) and dawdling or deliberate lateness
• If you have a persistent problem with avoidable lateness, try initiating
system where you keep records of late arrivals (whether on the official
class register or in your own record book/chart).
• Require latecomers to sit in a special location, e.g. at the front of class.
This could quickly teach students the advantages of coming on time.
• Rather than punishing lateness, make 'on timeness part of any wider
reward scheme of team points or individual tokens.
 3. Packing up early

Some students insist on packing everything away six minutes before

the bell, and this encourages others to also stop work early. Before
long, you have a whole class who have given up four minutes before
the lesson ends. When you spot someone packing up early, make it a
rule that you will hold them back to be the last to leave the room.
 4. Mobile Phones
You may sometimes want to make use of phones in lessons (e.g. for
speaking work or for looking up online dictionaries), but they can
also be a significant distraction. Schools often have a general policy,
but, if not, you may need to create your own rules.
 Consider:

• Ask all students to label their phones with their names. Make a
drop box at the front of class for students to put phones in at the
start of each lesson (and reclaim from at the end, perhaps with
you checking them out).
• Appoint a phone monitor to collect phones at the start of each
lesson and hand back at the end.
• Tell students that if they use their phone in class for anything
unpermitted, there will be a sanction, e.g, they will be forbidden
from taking part in the next game activity in class, or their team
will lose points.
 Technique: Set up a ‘timeout’ zone.

Sometimes students need a chance to just get out of situation,

argument or problem, i.e. have a place to go that lets them cool
down and get back their sanity. One solution is to create a part of the
classroom set aside for this‒ maybe a chair at one side of the room.
Technique: Quick crowd-control recoveries.

1. Stay calm. Speak loud and clear, but don't shout. Don't nag or beg. Do
not lose your temper.
2. Give clear directions. Say what you want them to do, not what they
must stop doing. For example, “Sit down”, rather than “Stop fighting”.
3. If there is no response, explain simply and clearly the consequences of
not doing what you said, and the timescale, e g “You have 20 seconds to
do what I said. If you don’t, I will...”.
 Technique: Don’t be worried about
apologizing.

If, when discussing a perceived discipline problem with a student,

you realize that you have misinterpreted or overreacted in some
way, apologize if it is appropriate, rather than covering up (e.g. by
picking on another transgression and building that up).
03.
Serious
Discipline
Issues
Technique : Categorizing
Levels of Behavior.
 Poor Behavior
Using mobile phone, music
Coming late to lessons. player, etc in class unless
permitted.

Leaving rubbish or liter Repeatedly using first

in class. language when asked to
use English.

Continuing to be noisy or Deliberately behaving in a

disruptive when asked not way intended to distract or
to. annoy other students.
 Unacceptable Behavior
Missing lessons. Behaving rudely to the
teacher.

Cheating. Being rough with others (e.g.

shoving them or pushing).

Arguing, swearing, Behaving rudely to

shouting others.
 Serious Offences
• Serious or repeated cases of behavior in the other two categories.
• Causing hurt to othera (e.g. by hitting them, throwing things at them).
• Violence, bullying harassment or threatening behavior.
• Assault.
• Theft.
• Vandalising or writing graffiti.
• Missing school without permission.
• Illegal or banned activities (e.g. smooking, possessing drugs, weapons or
alcohol).
• Making racist, sexist, homophobic or other discriminatory comments.
 Technique: Break out of escalating cycles.

1. Avoid shouting other than situations where there is an

immediate need to give a warning.
2. If you realize that you are getting into a quickly escalating
showdown cycle, break out of it immediately. Don’t get into
responding to arguments. Switch to quiet or whisper volume.
3. Give the misbehaving students a chance to break out.
 Technique: Distngushing between the
presenting problem and the underlying
problem.
1. Deal with immediate, visible, tangible bad behaviour
2. Follow up later
 Technique: Seek Support.

1. Don’t leave it to be late.

2. Think about how to word the problem and the specific questions
you have.
3. Seek help from the staff room.
4. Seek help from your line managers or school support systems.
5. Seek help from parents.
THANK
YOU
Does anyone have any questions?
Feel free to ask!