Rules and Procedures Classroom Management
17 neurological conditions which are
related to students’ mental disorder Burden Byrd, 2010, p. 254. The third factor is medication or drugs that are consumed by
the students may influence unusual behavior Burden Byrd, 2010, p. 254. The fourth factor is the influence from home or society. It happens when
the students obtain bad impact from their home and society Burden Byrd, 2010, p. 254. The fifth factor is physical environment of the classroom which
makes students feel uncomfortable Burden Byrd, 2010, p. 254. The sixth factor is poor behavior decisions made by the students where the students prefer to
misbehave Burden Byrd, 2010, p. 254. The seventh factor is other students in the classroom who provoke the other students in the classroom Burden Byrd,
2010, p. 255. The eighth factor is the way teachers manage the class that sometimes is influenced by teachers’ behavior Burden Byrd, 2010, p. 255.
The ninth factor is teachers’ uninteresting instructions may influence students’
interest Burden Byrd, 2010, p. 255. Cooper, et al., 2011 propose some strategies to respond effectively to
minor misbehavior, more serious misbehavior, and chronic misbehavior. In dealing with minor misbehavior, the teacher can use non-verbal strategies such as
making eye contact and using hands signal Burden Byrd, 2010, p. 264; Cooper, et al., 2011, p. 236. In addition, the teacher can also stand near the
students or touch the students when they misbehave Burden Byrd, 2010, pp. 264-265. If nonverbal strategy does not work, the teacher can use verbal strategy.
One example is an “I” message to prompt appropriate behavior while leaving the
18 responsibility for figuring out what to do with the misbehaving student Burden
Byrd, 2010, p. 266; Cooper, et al., 2011, p. 236. The next strategy is dealing with more serious misbehavior when non-
verbal and verbal strategies are ineffective. It is preferable to use a consequence that is logically related to the misbehavior Burden Byrd, 2010, p. 268; Cooper,
et al., 2011, p. 237. There are some possible consequences of responding to more serious misbehavior. Those consequences are holding a conference with
misbehaving student and the principal, isolating misbehaving student from other students, contacting the family, and pulling out the privileges Burden Byrd,
2010, pp. 269-270; Cooper, et al., 2011, p. 237. The last strategy is dealing with chronic misbehavior. Chronic misbehaviors are persistent behavior problems that
the students repeatedly do it Burden Byrd, 2010, p. 271; Cooper, et al., 2011, p. 238. Those kinds of misbehavior include tattling, clowning, cheating, lying,
stealing, profanity, rudeness, defiance, and failure to do work Burden Byrd, 2010, pp. 271-274.