Managing Student Behavior | Origin: ED104
This is a general discussion forum for the following learning topic:
Class Management Strategies--> Managing Student Behavior
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Through this module, I’ve gained a deeper appreciation for the thoughtful and professional handling of student behavior. I now see that each challenge involves a quiet student, one who is upset, or one who acts dishonestly requires sensitivity and a measured response rooted in respect and fairness. What stood out to me most was the idea that taking time to truly listen before responding can ease tension and open space for understanding. This approach not only supports the individual student but also contributes to a healthier, more positive classroom environment.
Getting to know students will help teachers understand where students are coming from. A knowledge of students will help teachers tailor ways of dealing with behaviors.
Disruptive students want your attention. In this world of transactional education, students believe their view may bed as important as yours. Transparency is your friend. If you are teaching a hot button topic, talk about it. The ground rules...what you expect. What does dissent look like in your class? There is learning in refutation. Are you willing to go there?
This module highlights the far-reaching, negative impact of some students' behaviors. I will be using all the strategies recommended, especially those related to the angry student type.
I appreciate the way this lesson wants us to understand where the students are coming from and not just immediately assume the worst based on their initial behavior.
Post from Tchelinda Hunter-
Managing students' angry behavior in classroom it is important to listen and take notes. This step allows students to arrange or process the events and think about what is causing the confusion. Also listening to students complaints you must redirect them to the class syllabus and sometimes get a third party. Students can be removed from the classroom when they are disrupting instructor time and interfering with other students learning.
From this module, I’ve learned that effective classroom management relies on preparation, consistency, and self-awareness. Following up on assignments, addressing challenging behaviors constructively, and using strategies like group work or role changes can all help maintain a positive and focused learning environment. I also learned the importance of reflection; sometimes student behavior offers insight into areas where I can adjust my approach or communication style
It's important to listen and make the student feel heard. Most of the time that will diffuse an angry student. If a student is so disruptive that they are affecting the learning ability of the other students, then it is time to consider removing the student from the class.
Fortunately, I have not had a student that tried to "cheat" in my classes. However, I also establish strategies to make it difficult if someone did want to cheat. I require everything off the desk except a pencil with an eraser, and phones must be turned upside down in front of the student so I know they don't have it sitting in their lap peeking at it.
From this module, I’ve learned that effective classroom management is not just about enforcing rules but about building positive relationships and creating a structured, supportive learning environment. I now understand the importance of setting clear expectations, being consistent with consequences, and modeling respectful behavior for students.
One key takeaway is that prevention is often more powerful than correction. When students feel valued, engaged, and understand what’s expected of them, behavior issues are less likely to occur. I also learned that each student’s behavior reflects their individual needs, emotions, and experiences—so taking time to understand the “why” behind their behavior is essential.
I plan to apply these strategies by using proactive approaches such as clear routines, positive reinforcement, and restorative conversations. I’ll also focus on keeping calm communication, de-escalating conflicts early, and encouraging students to take ownership of their actions. By doing this, I can continue to promote a classroom culture built on mutual respect, structure, and accountability.
if your watching the get go, you will see the patterns right away
Always observe or monitor from the beginning until the end of class.
Teachers need to move around to see what each student is doing. I will ask the students to take a number to help each student. For my tests, I will have the students complete the short-answer questions. These are some great ideas.
Ways to work with silent students - groups, share experiences, get to know them outside of class and student panels. These are all great suggestions.
Be cautious with student cheating and take action when appropriate.
I've come to realize that every student learns and responds in their own way. What motivates one might not work at all for another. Each student brings a unique personality, background, and set of challenges to the classroom, so it's important to take the time to understand them individually. I like to learn about their interests, what keeps them engaged, and what tends to frustrate them. Recognizing their learning preferences whether they grasp concepts best through visuals, hands-on activities, or discussion helps me adjust my approach. When students feel seen and know that I genuinely care about who they are, they're much more likely to participate positively and show growth. Building that trust and connection truly shapes the way they behave in class.
I’ve learned that every child is unique, and what works for one may nt work for another. Each has their own personality, triggers, and ways of responding to discipline. That’s why taking the time to really get to know them is a good approach. To ask what they like, what motivates them, and what challenges them is part of the strategy to see they learning ways, some students are visual learners while others can be hands on learners. When they see that I genuinely care and take an interest in who they are, they tend to open up more and behave better. Building that connection makes a big difference in how they respond in the classroom.
If opportunity is there most will take easy street.
This module reminded me how important it is to stay present and aware of what’s happening in the classroom. By simply walking around, observing, and paying attention to body language, we can catch small issues before they become big ones.
