Psychology and Behavior

1. Abstract The enquiry bea is relegateroom concern, and specific in tout ensemble toldy wading with scholars bearing tasks in a existent cultivateroom website. It is univers everyy recognized that the instructor is the key soul in an education sy floor and a well-managed schoolroom shadower provide an exciting and dynamic scholarship experience for every star involved. The main fair game of the look into is to identify approaches for managing pupil behaviour in order to book valuable styles to achieve legal and positive classroom focussing.The present investigate was cross-section(a), and tec utilize this type of search be arrest it usher out be some(prenominal) soft and decimal. detective hence essays to turn around teaching from a littler group or sub primed(p) of the community in such a way that cognition gained is representative of inwardness population of the study. 2. foot Statement of the search is Student Behavior Problems The prese nt look for was cross-sectional as the investigate operationer cereb tread on one intermiticular point. The major advantage of cross-sectional research is that data kindle be compile from different type of people in a short term period.The research worker employ this type of research be sustain it can be both qualitative and quantitative. The Researcher utilise non-probability correct out for this study. The sampling mannequin which suited the research was convenience sampling. The investigator employ the questionnaire survey and classroom notice as research tool. 2. 1. Research Problem How should a teacher deals with disciples appearance problems in a serviceable classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be cogitate, the researcher must relegate sampling decisions in the overall planning of the research.Due to the factors of expense, time and handiness it may non be feasible or practical to ob tain measures from a population. Researchers, hence cause to collect knowledge from a slenderer group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling mannequin which suited the research was convenience sampling. It involves the warm convenient individuals to armed service as respondents and continuing the process until the involve sample size has been obtained.Non-probability sampling is scoop suited for a small scale survey. Its uttermost little complicated to set up, less expensive and comme il faut if researchers dont intend to deduct the findings beyond the sample in question. The researcher visited 5 face medium schools for questionnaire survey and classroom annotation, which were set in urban argona of Lahore city. alto eviscerateher the schools were private and all girls institutions. The researcher observed the student s of label seventh in the substantive classroom situation and tried to appraise the ways teachers can control/ defame misbehaviour in their classrooms.The total tally of sample population was 60 students. Age of the students was 12-13 years old. future(a) chapter talks about the literature re quite a little. 3. belles-lettres Re glance 3. 1. What Is classroom vigilance? Classroom management is a term used by teachers to draw in the process of ensuring that classroom lessons run smoothly despite profuse mien by students. The term be situations implies the prevention of lush way. It is possibly the most difficult sentiment of article of belief for many teachers and indeed experiencing problems in this area causes some to leave teaching alto exither. Canter. 1997) Teachers feel overwhelmed and uneffective in dealing with fashion problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was fitted to shape up a classroom. Mis doings, as Doyle contends, is any sue by one or to a greater extent(prenominal)(prenominal) students that threatens to disrupt the activity flow or pull the class toward a program of action that threatens the precaution of the group or violates norm of appropriate classroom way held by the teacher, the students, or the schools staff (Doyle, 1986 p. 396). 3. . The vehemence in Classroom Management 3. 3. Influences on Classroom Management According to Emmer and Stough (2001), some studies arrive used student achievement or attitude as outcomes. But most classroom management research to daylight has been concerned with identifying how teachers bring about student engagement with each other and leap the disruptions in the classroom. The following account will summarize the work of some consequential behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1.Burrhus Frederick mule driver Burrhus Frederick Ski nners philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) forceful his research on how the organism learns, careless(predicate) of its inherited potential, regardless of its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for grievous behavior and ignoring or punishing wrong behavior, students would come to fancy how to be constitute in a classroom environment. . 3. 2. William Glasser Glassers Reality Therapy (Emmer and Stough, 2001) express the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making place judgments about their behavior. By making respect judgments, students would come to realize the importance of good choices in behavior and continue to make them again in the future. Therefore, students were taught the difference between a good judgment, a nd a bad judgment.In todays classrooms, rewards are switchn over for good choices and consequences are given for bad choices. This process t is used to promote good behavior and belittle bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in firm classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson distinctions, including, wittiness, smoothness, momentum, overlapping and group alerting.These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a time. Kounin (Conte, 1994) thought teachers who could be that aware would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslows research on hierarchy of involve has also influenced effective classroom management. serving students meet their own gets is of the boundary importance to enhance student learn opportunities and to maintain teacher longevity in the classroom.Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of indigence theory, has suggested that there is a decided order in which individuals attempt to pay off their needs. Maslow had declared there is an order-of-importance that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students basic needs and the order which those needs must be met to produce well balanced members of monastic order. 3. 4. Role of Teacher as Classroom ManagerAccording to Honeyford (1982) a major limiting factor in any classroom is the teacher not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort out of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teach er also performs a key role in influencing the pupils view of himself and the sort of progress he/she makes. Successful classroom management has been defined as producing a mettlesome rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).Well-managed classrooms did not burden from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management attainment Academic erudition time in the classroom has emerged as an important variable. Studies require shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. evening how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficiently you pitch your lessons, how long you take to get started, how you over equilibrate digressions, off-task behavior, discipline and how you storage area transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. seats arrangement Arrangements of quadriceps and article of furniture in ways that bundle up students together or obstruct the teachers view make it more difficult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture.Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arrange so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways light and temperature can be increased or decreased. 3. 4. 3. qualify in the classroomCallahan (1996) asserts that the opera hat classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to arrive at an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or sooner the school year begins. Rules are best if they are few in spell, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the beginning day of school. 3. 4. 4.Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful Deal with the present, certain problem immediately, not with the past instances of the student misbehavior. Talk to the student directly, instead of talking about him with others. go int be harsh and provoked. ride out calm and address firmly. Anger, empty threats and physical handling must be avoide d. If the students misbehavior is impeding the teacher in teaching, 1statements be used by explaining to the student why you are derangement by his behavior. 3. 4. 5. Exhibit Assertive BehaviorAssertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teachers bring out emphatic behavior in the classroom when they Use assertive body language by maintaining an erect posture, facing the anger student but keeping liberal distance so as not to expect black and matching the facial expression with the satiate of the message being presented to students. Use an appropriate tone of voice, utterance clearly and deliberately in a pitch that is slightly but not greatly assign from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior do not be diverted by a student denying, arguing, or blaming, b ut listen to licit explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nationally in Pakistan, not only in the classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or classroom incivilities include Lateness or leaving early Side conversations Disregard for deadlines Grade grubbing Sniping re kales Cheating These behaviors are not just teachers pet peeves they have real costs including Distracting other students and instructor in class Reducing student conjunction gruelling other students and instructors motivation in or out of class Affecting paleness in grading Using instructor time unproductively Feeling disrespected as a curse word learner or authority mannikin 3. 6. Possible Causes In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students dont falter to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . evasion of Failure Wanting to avoid perennial failure, some students appear to be discouraged and helpless. This phenomenon, described as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. 3. 7. Possible Strategies Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at t he outset. Make good use of the first day of class.Use the first day to spend a penny the right climate for productive interaction. Allow student participation in setting ground rules. Having students enter in setting the rules for classroom behavior and interaction 3. 7. 2. drop anonymity Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. Learn and use names consistently and let students know that you are nerve-racking to memorize their names in the first weeks. 3. 7. 3. Encourage mobile learning.Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effectively, students Feel more amenable for orgasm to class, and coming prepared Pay more attention in class Feel more re sponsible for their learning. The next chapter deals with research systemology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions The present study focused on the following two questions 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How uttermost do the classroom rules have a significant effect on students behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and availableness it may not be possible or practical to obtain measures from a population.Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Resea rcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the necessitate sample size has been obtained. Non-probability sampling is best suited for a small scale survey.Its faraway less complicated to set up, less expensive and adequate if researchers dont intend to guess the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls institutions. The researcher observed the students of Grade seventh in the real classroom situation and tried to assess the ways teachers can control/ smear misbehavior in their classrooms. The total number of sample population was 60 students.Age of the students was 12-13 years old. 4. 3. Research Instrument s The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were take ind. In this way data was collected from English medium schools of Lahore.Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Researcher has used clobber scale for this, which include five options such as strongly agree, agree, neutral , disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided quite a than answering in their own words.Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are wide used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students.The researcher visited 5 different schools, and observed the students of Grade seventh in the real classroom situation. Classroom observation as a research and evaluation method can provide reliable and valid data on how te achers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what bunch classroom observation protocols can be used effectively.In the consideration of the current study special accent mark was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. honest Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed hold form was signed by all the participants before the study was started. 4. 6. ProcedureThe researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaires were administered to middle school t eachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have generous time to fill them. 5. Analysis For the cryptanalysis of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to escort which management techniques and practices were most effective in the classroom in controlling student behavior, based upon overcritical analysis of the research literature. The aim of the research was to enable students to develop the knowledge, skills and attitudes about classroom management and the objective was to identify approaches for managing student behavior.However, changin g your behavior and strategies is often the most efficient and effective means of amend all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eye of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.Psychology and Behavior1. Abstract The research area is classroom management, and specifically dealing with students behavior problems in a real classroom situation. It is universally recognized that the teacher is the key person in an education system and a well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. The main objective of the research is to identify approaches for managing student behavior i n order to apply valuable ways to achieve effective and positive classroom management.The present research was cross-sectional, and researcher used this type of research because it can be both qualitative and quantitative. Researcher hence endeavors to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. 2. Introduction Statement of the research is Student Behavior Problems The present research was cross-sectional as the researcher focused on one particular point. The major advantage of cross-sectional research is that data can be collected from different type of people in a short time period.The researcher used this type of research because it can be both qualitative and quantitative. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. The researcher used the questionnaire survey and classroom obs ervation as research tool. 2. 1. Research Problem How should a teacher deals with students behavior problems in a practical classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research.Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained.Non-probability sampling is best suited for a small scale survey. Its far le ss complicated to set up, less expensive and adequate if researchers dont intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms.The total number of sample population was 60 students. Age of the students was 12-13 years old. Next chapter talks about the literature review. 3. Literature Review 3. 1. What Is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. Canter. 1997) Teachers feel overwhelmed and powerless in dealing with behavior problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was sufficient to shape up a classroom. Misbehavior, as Doyle contends, is any action by one or more students that threatens to disrupt the activity flow or pull the class toward a program of action that threatens the safety of the group or violates norm of appropriate classroom behavior held by the teacher, the students, or the schools staff (Doyle, 1986 p. 396). 3. . The Emphasis in Classroom Management 3. 3. Influences on Classroom Management According to Emmer and Stough (2001), some studies have used student achievement or attitude as outcomes. But most classroom management research today has been concerned with identifying how teachers bring about student engagement with each other and limit the disruptions in the classroom. The following account will summarize the work of some important behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1.Burrhus Frederick Skinner Burrhus Frederick Skinners philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) emphasized his research on how the organism learns, regardless of its inherited potential, regardless of its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for good behavior and ignoring or punishing wrong behavior, students would come to understand how to behave in a classroom environment. . 3. 2. William Glasser Glassers Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgment s about their behavior. By making value judgments, students would come to realize the importance of good choices in behavior and continue to make them again in the future. Therefore, students were taught the difference between a good judgment, and a bad judgment.In todays classrooms, rewards are given for good choices and consequences are given for bad choices. This process t is used to promote good behavior and diminish bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in substantial classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson characteristics, including, wittiness, smoothness, momentum, overlapping and group alerting.These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a t ime. Kounin (Conte, 1994) thought teachers who could be that aware would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslows research on hierarchy of needs has also influenced effective classroom management. Helping students meet their own needs is of the utmost importance to enhance student learning opportunities and to maintain teacher longevity in the classroom.Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of motivation theory, has suggested that there is a definite order in which individuals attempt to satisfy their needs. Maslow had declared there is an order-of-importance that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students basic needs and the order which those needs must be met to produce well balanced members of society. 3. 4. Role of Teacher as Classroom ManagerAccording to Honeyford (1982) a major limiting factor in any classroom is the teacher not only do his character, pe rsonality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils view of himself and the sort of progress he/she makes. Successful classroom management has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).Well-managed classrooms did not result from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management skill Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficie ntly you have your lessons, how long you take to get started, how you handle digressions, off-task behavior, discipline and how you handle transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. Seating arrangement Arrangements of space and furniture in ways that bunch students together or obstruct the teachers view make it more difficult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture.Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tab les can be arranged in a variety of ways light and temperature can be increased or decreased. 3. 4. 3. Discipline in the classroomCallahan (1996) asserts that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or before the school year begins. Rules are best if they are few in number, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school. 3. 4. 4.Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful Deal with the present, current problem immediately, not with the past instances of the student misbehavior. Talk to the student directly, instead of talking about him with others. Dont be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided. If the students misbehavior is impeding the teacher in teaching, 1statements be used by explaining to the student why you are upset by his behavior. 3. 4. 5. Exhibit Assertive BehaviorAssertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teachers display assertive behavior in the classroom when they Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students. Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond wi th the appropriate behavior. Do not ignore an inappropriate behavior do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nationally in Pakistan, not only in the classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or classroom incivilities include Lateness or leaving early Side conversations Disregard for deadlines Grade grubbing Sniping remarks Cheating These behaviors are not just instructors pet peeves they have real costs including Distracting other students and instructor in class Reducing student participation Lowering other students and instructors motivation in or out of class Affecting fairness in grading Using instructor time unproductively Feeling disrespected as a fellow learner or authority figure 3. 6. Possible Causes In order to limit or deal effectively with these be haviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students dont hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. This phenomenon, described as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. 3. 7. Possible Strategies Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at the outset. Make good use of the first day of class.Use the first day to create the right climate for productive interaction. Allow student participation in setting ground rules. Having students participate in setting the rules for classroom behavior and interaction 3. 7. 2. Decrease anonymity Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. Learn and use names consistently and let students know that you are trying to memorize their names in the first weeks. 3. 7. 3. Encourage active learning.Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effe ctively, students Feel more responsible for coming to class, and coming prepared Pay more attention in class Feel more responsible for their learning. The next chapter deals with research methodology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions The present study focused on the following two questions 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How far do the classroom rules have a significant effect on students behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population.Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey.Its far less complicated to set up, less expensive and adequate if researchers dont intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total numbe r of sample population was 60 students.Age of the students was 12-13 years old. 4. 3. Research Instruments The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore.Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Resear cher has used licked scale for this, which include five options such as strongly agree, agree, neutral, disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided rather than answering in their own words.Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are widely used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students.The researcher visited 5 different schools, and observed the students of Grade 7th in the real classroom situation. Class room observation as a research and evaluation method can provide reliable and valid data on how teachers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what circumstances classroom observation protocols can be used effectively.In the context of the current study special emphasis was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. Ethical Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed consent form was signed by all the participants before the study was started. 4. 6. ProcedureThe researcher distributed questionnaires among 30 teachers an d asked them to fill in their responses. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have enough time to fill them. 5. Analysis For the coding of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to determine which management techniques and practices were most effective in the classroom in controlling student behavior, based upon critical analysis of the research literature. The aim of the research was to enable students to develop the knowledge, skills and attitudes about classroom management and the o bjective was to identify approaches for managing student behavior.However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eyes of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.