The following strategies are practical suggestions for managing misbehaviour in the classroom. The strategies are listed in order of appropriateness from minor to major misbehaviours.

Ignore it

At times, ignoring a minor misbehaviour is necessary so as not to interrupt the flow of the lesson. Be cautious when using this strategy.  Ignoring may indicate to children that you are unaware of what is going on. Keep in mind the main goal which is to deal with misbehaviour in the least disruptive way possible.

Use proximity

Minor misbehaviour can often be “nipped in the bud” before it becomes a major problem. One proactive measure is to circulate the room, using physical closeness to get students back on track.

Give "the look"

Make use of facial expressions, eye contact, or hand signals while circulating the room to indicate to children you are aware of what is going on.

Use verbal interventions

Sometimes, verbal interventions are necessary to direct children back to an activity. Use the child’s name and simply state what is expected. 

If the misbehaviour occurs during a group discussion or lesson, ask the child a question about the topic to draw him/her back in.

For older children, saying the child’s name is often enough to prompt the child to determine the appropriate behaviour.

Use “I” messages

This is a form of a verbal prompt most effective with older children. “I” messages contain three components:

1. Describe the unacceptable behaviour in a non-blaming way: “When people talk while I’m giving directions…”
2. Describe the tangible effect this behaviour has on you, the teacher: “…I have to repeat the directions and that wastes time…”
3. State your feelings about the tangible effect: “…and I get frustrated.”

“I” messages don’t put children on the defensive and students may be more willing to change their behaviour.

Enforce a consequence

When non-verbal cues or verbal reminders are not enough, enforcing a consequence may be necessary.  Consequences should logically relate to the misbehaviour.

There may be times when a child’s problems are so deeply rooted that the above strategies just won’t work.  Requesting the help of the Superintendant or another available adult may be necessary. Be sure to inform parents or guardians if a problem persists or can’t be dealt with.

From: http://www.plsweb.com/resources/newsletters/enews_archives/30/2003/04/15/