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Traditionally, the behavior of the student disturbing the class would be stopped by the intervention of the teacher. Peace would be restored in the classroom and the incident would be discussed and punished later on during direct and face-to-face-to-face interactions between the student and the teacher. Nevertheless, in few circumstances, it is possible for the misbehavior to be generated by positive intents and to generate positive outcomes, in such a case the intervention of the teacher being put off. Examples in this sense include those of a student trying to stimulate his classmates to enhance their performances at a sports activity or other curricular or extracurricular activity. The teacher's ability to make the differences between the positive and negative types of misbehavior -- and to as such decide his intervention -- can only be obtained through the completion of the first step.
Finally, at the third stage, the misbehavior would be assessed and two sets of conclusions would be drawn. In terms of the student...
It is necessary for him to comprehend the complexities of his misbehavior and not to engage in similar behavior in the future. Secondly, the last set of lessons is drawn by the teacher, who reflects on the means in which the conflict was resolved. He also identifies the advantages and disadvantages of the adopted measure and uses them to develop more constructive approaches to future situations of misbehavior.
References:
Aves, M., 2010, What are some similarities of behavior and misbehavior in discipline management, eHow, http://www.ehow.com/list_7368943_similarities-behavior-misbehavior-discipline-management_.html last accessed on November 8, 2010
Durmuscelebi, M., 2010, Investigating students misbehavior in classroom management in state and primate primary schools with a competitive approach, Education, http://findarticles.com/p/articles/mi_qa3673/is_3_130/ai_n52943088 / last accessed on November 8, 2010
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