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1. How to develop an effective classroom system for responding to behavior that disrupts the learning environment
2. How to respond effectively to minor disruptive behaviors in a classroom or school setting 3. How to respond to major disruptions and defiant student behavior

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A teacher's response to behaviors that disrupts the learning environment is normally critical and punitive.

Lewis results suggest that relationship-based discipline involving greater use of non-embarrassing cues and discussions with students was associated with more responsible student behavior than was the use of aggressive discipline in which teachers clearly presented themselves as in charge and used prescribed, escalating methods of discipline.

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1. Arrange seating patterns so you can see & easily move near students
2. Ensure that your academic and behavioral expectations for the activity are clear to all students.
3. Develop, practice, and reinforce classroom procedures for having students move into seating arrangements that support the instructional activity you have planned.
4. Scan the class frequently in order to notice and respond to potential problems or minor disruptions.

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1. Ignore the behavior.
2. Make some form of nonverbal contact.
3. Use proximity control.
4. Praise a student who is positively engaged
5. Involve the student by using his or her name in a story or question.
6. Involve the student by using his or her name in a story or question.
7. Increase interest by using humor or connecting the lesson to some topic in which the student may be particularly interested.
8. Involve the class in a short interactive activity.
9. Give the student a short task.
10. Place a small note (sticky notes work well) on the student’s desk.
11.  See whether the student needs some assistance, acknowledge this, and provide the assistance.

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Assertive discipline-  this program emphasized informing students of the classroom rules and responding to rule violations by placing the student’s name on the board.
Procedures
1. Nonverbal cue
Point to the rule chart.
2. Verbal cue
3. Indicate choice student is making
4. Student moves to a designated area in the room to develop a plan
5. Student is required to go somewhere else to develop a plan

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Prepare yourself and your students for situations that might be associated with disruptive student behavior.
situations such as working in cooperative groups, taking standardized tests, having a substitute teacher, attending an assembly, or interacting with others on the playground can evoke anxiety, frustration, and the disruptive behavior often associated with these feelings.

Building a positive relationship bank account with students involves being intentionally inviting and using many of the methods described in Chapter 3. As noted earlier, students are far less likely to respond violently in the presence of adults whom they respect and who they believe care about them.

A key ingredient is that the student feel respected and not under attack when receiving directives.

It is important to remain calm when responding to defiant student behavior. Becoming anx- ious or angry creates a lack of structure and security that may intensify a student’s emotional distress.

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1. It is important to remain calm when responding to defiant student behavior. Becoming anxious or angry creates a lack of structure and security that may intensify a student’s emotional distress.
2. If your knowledge of the students indicates a response in front of peers might escalate the situation, ask the student if the two of you could talk about this privately, and provide the class with an academic task.
3. When interacting with the student, make sure your nonverbal behavior is supportive and nonthreatening.
4. Communicate sincere empathy for the student.
5. State the expectation in a positive manner.