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Recording behaviors as they occur can help you see a pattern. You can see when a student is most likely to misbehave. You can identify any triggers that may be causing the difficult behavior. Keep a notebook to record difficult behaviors. Note all the details of the behavior, when it occurred, and any circumstances surrounding the incident. Look for patterns. Does the student seem to act out at a particular time during the day? Maybe a student acts out just before recess. This could be because the student is anxious to get out of the classroom. This student may need help regulating his or her energy. Once you know when problem behaviors occur, increase supervision during this time. This can help you eliminate behavior issues. You can monitor your class more closely during certain times of the day. Group work just before recess, for example, may require additional supervision. If you have any classroom assistants, ask for their help here. Have them monitor students closely when they're likely to act out. Students often respond better to positive reinforcement than negative reinforcement. Instead of always scolding students for poor behavior, work on praising students for positive behavior. Always praise students for following rules. Do so immediately after the good behaviors occur. A lot of students crave praise and approval from their teacher. Students with behavior issues may be more likely to change if they see they gain favor by following rules. For example, you can say something like, "Harper, I really like how you waited for me to finish explaining before asking a question. It makes the classroom run smoother when everyone takes turns talking." More often than not, students are acting out for a reason. You want to make sure you identify underlying problems so they can be dealt with appropriately. A student who is behaving poorly may have a health problem, an issue at home, a mental health issue, or may be acting out due to academic difficulties. If a student's behavior does not improve with regular intervention, there may be something else going on. You may have to have a sit down talk with a student whose behavior is not improving. Ask him or her open-ended questions, like, "Is there a reason you're having trouble concentrating." This gives the student the opportunity to open up on what is preventing him or her from achieving academic success.
Record problem behaviors. Supervise students more closely when they're likely to lash out. Reinforce positive behaviors. Identify any underlying problems.