Most children have some behaviour problems at some time or the other. Behaviour problems arise from conditions within the child or from external influences, effects of which are often not noticed or understood by others. Some of the commonly observed behaviour problems in children are described below:

• Classroom Disturbance: The extent to which the child teases and torments classmates, interferes with other’s work and is quickly drawn into noise-making.
• Impatience: The extent to which the child starts work too quickly, is sloppy in work, is unwilling to review work and rush through work. Physically more active and restless.
• Disrespect-Defiance: The extent to which the child speaks disrespectfully to teachers, resists doing what is asked of, belittles the work being done, and breaks classroom rules.
• Achievement Anxiety: The extent to which the child gets upset about tests and scores and is sensitive to criticism or correction.
• Other Disturbances are: External Reliance, Inattentive-Withdrawn, Irrelevant-Responsiveness, Need for closeness to the teacher, Anxiety-Depression, Quiet and Withdrawn, Aggression and Violence, Attention Deficit, Truancy, Physical Injury.

Some Control Techniques that have proved effective in managing disturbance in the classroom are:

• Signals such as a finger on the lips, a frown, or shaking of the teacher’s head in a disapproving way might be all that is required to get the students quietly back to their work.
• Moving nearer to the noisy pair could remind them of the proper classroom decorum.
• Provide closer supervision as a means of preventing the recurrence of the incident.
• The student’s interest might be boosted if the teacher says “That’s a pretty important report you are writing. May I see how it’s coming along”?
• Ignoring the noise for a moment might be a technique if the teacher believes that the noise will soon subside by itself.
• Verbal clarity of command produces results. For example, ‘John, stop drumming on your desk and get busy on those arithmetic problems.
• A task-focused technique dealing with noise in the ‘I hear noise in the back of this room. We will never finish learning how to do square root if that continues’.
• Increase your repertory of techniques. Part of misbehaviour control is using the right technique at the right time since students are individuals and react in different ways.
• The more interesting a subject can be made, the more effective a teacher’s control efforts become.
• Encourage the students by pointing out their positive attributes.
• Comment positively when the attention deficit student is attending appropriately to a task. Let him/her know he/she is working constructively. Praise him/her.
• Stop disruptive behaviour in time. Do not wait until the situation is totally out of hand. Stop the act before you become angry and lose control or before the whole class gets into the act.

Thus from the above-mentioned points, it is clear that after correcting a disturbance in the classroom, the teacher's main concern should be to provide closer supervision as a means of preventing the recurrence of the incident.