Within adult basic education programs, disruptive student behavior tends to consist of minor or lesser rather than major offenses. Major offenses are not a big problem, perhaps partly because of the voluntary nature of the program and because of the educator's ability to terminate or even prosecute troublesome students. The lesser offenses, however, continually eat away at academic learning time. Teachers waste time disciplining students, repeating the rules of the classroom, calling on reluctant students who are unprepared, and repeating what students missed while they daydreamed or were absent. Instructional effectiveness is lessened, and that is the true seriousness of the offense.
Instructors can minimize classroom disruption through effective, positive management techniques.
Relaxation of the customary rules is characteristic of ABE programs. Some teachers develop techniques to minimize the disruptions this causes. For many older adolescents returning to school through adult basic education, an adult who exhibits a positive attitude toward them can be a new and stimulating experience. To combat negative effects of an external locus of control, the teacher should take an interest in that individual. During the first class, teachers should let students know what to and what not to expect, thus removing the stress of uncertainty.