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As a matter of facts, most students become disruptive in class when they fail to make progress and mostly by inability to respond to queries and tests. At times it is simply a lack of understanding that can be clarified right away but if this goes unnoticed, chances are their resistance and disruption in the class learning process becomes inevitable (Jones & Jones, 2007).
There are a number of ways to rectify student’s misconduct effectively without halting the learning process. Notably, these disruptions have beginnings (Jones & Jones 2007). Ability to prevent them before curbs the outcome. One such way is through making contact with class and staying conversant with the seating patterns and arrangement. Thereafter, knowing the position occupant becomes imperative since it is plausible to know each student by name (Kapalka, 2009). At any given time it is easier to spot a student misbehaving in class if you have constant eye movement and contact with students. Upon identification of the disruption in my practice I would usually move around to the point where I notice it. My closeness has been such a transformer since it alerts them of my concern for their attention (Jones & Jones, 2007). Moreover, I engage my students by asking questions the can comfortably respond to. In some way some circumstances have been rectified passively through my constant emphasis of exemplary behavior and what ought to be done. I always keep the expectations as high enough as possible to keep them working towards achievements.
What I can testify most is collaborative mechanism in working out a solution to a problem since it has really worked out for me. It is indeed proactive to have a quality relationship with the students and talk to them whenever they face a challenge socially and academically. Through such a connection I get to acknowledge that students indeed require assistance to embrace education
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