If some students create disturbance in your class, you will:

Best approach: understand their potential and engage them in appropriate activities because this addresses the root cause and preserves learning for all students.

Why this works:

• It identifies the reason for the disturbance (boredom, unmet needs, attention-seeking, unclear instructions).

• It keeps the student engaged in learning rather than excluding them, which supports long-term behaviour change.

• It builds a positive teacher‑student relationship, increasing motivation and cooperation.

Practical steps a teacher can take:

1. Observe and identify triggers: Note when and how the disturbance occurs (time, activity, peers).

2. Talk privately and empathetically: Ask the student about their needs or difficulties instead of calling them out in front of others.

3. Engage with appropriate activities: Offer differentiated tasks, hands-on options, leadership roles, or short movement breaks to channel energy positively.

4. Set clear expectations and consistent, fair consequences: Make classroom rules explicit and follow through with agreed responses if behaviour continues.

5. Use positive reinforcement and monitor progress: Praise improvements and adjust supports as needed.

6. Involve others when necessary: Consult colleagues, counsellors, or parents for consistent support; escalate to the principal only after classroom strategies have been tried and documented or if safety is at risk.

Quick teacher phrases to try during a private check-in:

• 'I noticed you seemed restless during the lesson. Is something bothering you?'

• 'Would you like a different task or a short break to help you focus?'

• 'I need you to try this for five minutes; then we can check in again.'

Summary: Prioritise understanding and engagement to manage class disturbance. Use removal or formal reporting only when classroom-level interventions have been tried or when safety requires immediate escalation.