In a language classroom, a student is disturbing the class. To handle this…

Positive, child-centred classroom management treats disruptive behaviour as a signal to investigate rather than only to punish: the teacher's first response should be a direct, respectful conversation with the student to understand the cause of the behaviour and work out a suitable remedy, before any other measure is used.

Applied here: the scenario describes one student disrupting a language class. Following this principle, the teacher's first move is exactly what is offered — talking with the student and offering remedies suited to whatever is causing the disruption, such as difficulty with the language content, boredom, or a personal issue.

• Turning attention only to the well-behaved students leaves the disruptive student's behaviour, and its cause, completely unexamined.

• Relying on the parents to supply a remedy hands the immediate responsibility away from the teacher, who is the one present in the classroom to observe and respond to the behaviour.

• Reporting the student straight to the school authority is an escalatory step that skips direct engagement altogether; it is appropriate only once classroom-level measures have failed to help.

Because it engages the cause of the disruption directly, without escalating or delegating away from the classroom, talking with the student first is the soundest immediate response among those offered.