# data[].attributes.body
-Decide whether its necessary to to become engaged in the situation
-When interacting with the student, make sure your nonverbal behavior is supportive and nonthreatening
-Communicate sincere empathy for the student
-Provide  options, and offer assistance
-State the expectation in a positive manner
-Could possibly put difficult student in time out but refer to it as problem-solving time
Remain calm when talking to defiant students

# data[].attributes.body
1.Difficulty getting the attention of the entire class
-Use methods that are both somewhat soothing and yet are somewhat unusual—as opposed to turning off the lights or counting down from five. This might involve turning on music, using a chime or a rain stick, playing a musical instrument, and so on
2.Too Many Students Want Attention at Once or One Student Is Constantly Seeking Assistance/Attention
-Have students work on an activity together
-Have materials prepared ahead of time that allow students to work at different levels of ability so students may select or be provided materials that more closely match their ability levels
3. A Student Who Will Not Become Engaged in An Instructional Activity
-Relate material to the interest of students who are having a hard time becoming engaged
-Make sure students know they can do the work!
-Take away competition factor in the classroom
4. Frequent talk-outs
-Ignore talk-outs
-Make sure to call on and praise students who follow the procedure
-When procedures aren't followed, make sure you show the procedure again

# data[].attributes.body
Preventive interventions
-Arrange seating patterns so you can see and easily move to be near all students
-Make sure expectations are clear to students
-Practice and reinforce procedures in the classroom
-Scan class frequently to notice and respond to potential problems or minor disruptions
Initial interventions
-Ignore the behavior
-Make some form of nonverbal contact
-Use proximity control
-Give disruptive student a small task
-Call on the student
Follow up interventions
-Remain calm
-State expectations clearly
-The disturbance of the teachers intervention should not be greater than the disruption it is intended to reduce

# data[].attributes.body
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