Knowing how best to respond to unwanted behaviour is among the most difficult decisions teachers have to make. Should the child just be ignored? reprimanded? punished? counselled? given special treatment? As the above quotation indicates, responding to misbehaviour in the classroom is a very demanding task. This chapter suggests that teachers should formulate their own personal plans for managing student misbehaviour. It also outlines four levels of intervention to stop difficult behaviour, ranging from the least disruptive strategies of non-interference to non-verbal intervention, and from verbal intervention to the use of logical consequences. Practical and effective strategies and measures for each level are introduced to equip teachers for daily classroom practices. Copyright © 2008 Hong Kong University Press.
|Title of host publication||Classroom management: Creating a positive learning environment|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong University Press|
|ISBN (Print)||9789622098886, 9622098886, 988805211X, 9789888052110|
|Publication status||Published - 2008|
CitationLi, W.-S. (2008). Managing misbehaviour. In M.-T. Hue & W.-S. Li (Eds.), Classroom management: Creating a positive learning environment (pp. 63-83). Hong Kong: Hong Kong University Press.
- Teacher Education
- Theory and Practice of Teaching and Learning