طرائق التعـامل مع التلاميذ المشاغبين السلام عليكم و رحمة الله تعالى و بركاته تحية تربوية أخوية أزفها لكم - وبعد - لقد شد انتباهي مايعاني منه أساتذتنا و معلمونا الأكارم المحترمين في تعاملهم مع الطلبة المشاغبين ،الشئ الذي جعلني أن أضع بين أيديهم خبرتي المتواضعة ،وما وجدته من بحوث ونتاج خبرات أهل الخبرة والإختصاص حول الطرائق التربوية الهادفة للتقليل من ظاهرة التشويش ،بغية جلب إنتباه التلاميذ في الطريق الإيجابي بدل السلبي وتثمين نشاطه الزائد فيما يفيده لا فيما يظره ويعرقل الحصة

1. ‫المشاغبين‬ ‫التالميذ‬ ‫مع‬ ‫التعـامل‬ ‫طرائق‬
‫بركاته‬ ‫و‬ ‫تعالى‬ ‫هللا‬ ‫رحمة‬ ‫و‬ ‫علٌكم‬ ‫السالم‬
‫لكم‬ ‫أزفها‬ ‫أخوٌة‬ ‫تربوٌة‬ ‫تحٌة‬-‫وبعد‬ -
‫الطلبة‬ ‫مع‬ ‫تعاملهم‬ ً‫ف‬ ‫المحترمٌن‬ ‫األكارم‬ ‫معلمونا‬ ‫و‬ ‫أساتذتنا‬ ‫منه‬ ً‫ماٌعان‬ ً‫انتباه‬ ‫شد‬ ‫لقد‬
‫،الشئ‬ ‫المشاغبٌن‬‫من‬ ‫وجدته‬ ‫،وما‬ ‫المتواضعة‬ ً‫خبرت‬ ‫أٌدٌهم‬ ‫بٌن‬ ‫أضع‬ ‫أن‬ ً‫جعلن‬ ‫الذي‬
‫من‬ ‫للتقلٌل‬ ‫الهادفة‬ ‫التربوٌة‬ ‫الطرائق‬ ‫حول‬ ‫واإلختصاص‬ ‫الخبرة‬ ‫أهل‬ ‫خبرات‬ ‫ونتاج‬ ‫بحوث‬
‫نشاطه‬ ‫وتثمٌن‬ ً‫السلب‬ ‫بدل‬ ً‫اإلٌجاب‬ ‫الطرٌق‬ ً‫ف‬ ‫التالمٌذ‬ ‫إنتباه‬ ‫جلب‬ ‫،بغٌة‬ ‫التشوٌش‬ ‫ظاهرة‬
‫وٌعر‬ ‫ٌظره‬ ‫فٌما‬ ‫ال‬ ‫ٌفٌده‬ ‫فٌما‬ ‫الزائد‬‫الحصة‬ ‫قل‬ .
* * * * * * * * * *
‫ال‬ ‫أن‬ ً‫وٌنبغ‬ ،‫المشاكسٌن‬ ،‫المشاغبٌن‬ ‫الطلبة‬ ‫من‬ ‫فئة‬ ‫القسم‬ ً‫ف‬ ‫ٌوجد‬ ‫أن‬ ً‫ا‬‫جد‬ ً‫الطبٌع‬ ‫من‬
‫أن‬ ‫ٌحبون‬ ‫الطلبة‬ ‫فجمٌع‬ ،‫والنجاح‬ ‫بالتعلم‬ ‫ٌرغبون‬ ‫ال‬ ‫بأنهم‬ ‫علٌهم‬ ‫بالحكم‬ ‫المدرس‬ ‫ٌستعجل‬
‫لمرح‬ ‫كان‬ ‫ربما‬ ‫المشاغبة‬ ‫على‬ ‫فالباعث‬ ،‫وٌنجحوا‬ ‫وٌتقدموا‬ ‫ٌتعلموا‬‫لبعض‬ ‫أو‬ ‫المراهقة‬ ‫لة‬
‫الطالب‬ ‫بعض‬ ‫لدى‬ ً‫ا‬‫تعبٌر‬ ‫تكون‬ ‫قد‬ ‫أو‬ ،‫االجتماعٌة‬ ‫بٌئته‬ ً‫ف‬ ‫الطالب‬ ‫ٌواجهها‬ ً‫الت‬ ‫الضغوط‬
‫فإنه‬ ً‫ا‬ٌ‫دراس‬ ‫التمٌز‬ ‫للظهور‬ ‫المحب‬ ‫الطالب‬ ‫ٌستطٌع‬ ‫ال‬ ‫فعندما‬ ،‫والتمٌز‬ ‫للظهور‬ ‫حبهم‬ ‫عن‬
‫المدرسٌن‬ ‫نظر‬ ً‫ف‬ ‫كانت‬ ‫لو‬ ‫حتى‬ ،‫والتمٌز‬ ‫للظهور‬ ‫أخرى‬ ‫طرٌقة‬ ‫عن‬ ‫البحث‬ ‫إلى‬ ‫ٌسعى‬
‫خاطئة‬ ‫تصرفات‬ ‫أو‬ ‫سلبٌة‬ ‫.سلوكٌات‬
* ‫بأحد‬ ‫ٌتصرف‬ ‫الذي‬ ‫الطالب‬ ‫هو‬ ‫واهتمام‬ ‫مركزة‬ ‫عناٌة‬ ‫إلى‬ ‫ٌحتاج‬ ‫الذي‬ ‫والطالب‬
ً‫ا‬‫طالب‬ ‫وإما‬ ،‫الطلبة‬ ‫زمالؤه‬ ‫ٌشارك‬ ‫وال‬ ً‫ا‬ٌ‫ومنزو‬ ً‫ا‬‫جد‬ ً‫ال‬‫خجو‬ ً‫ا‬‫طالب‬ ‫ٌكون‬ ‫أن‬ ‫فإما‬ ،‫النقٌضٌن‬
‫والمدر‬ ‫الطلبة‬ ‫وٌزعج‬ ،‫المنازعات‬ ‫وٌقود‬ ‫الخصومات‬ ‫ٌفتعل‬ ،ً‫ا‬‫جد‬ ً‫ا‬‫مشاغب‬‫هذان‬ ،‫سٌن‬
‫مركزة‬ ‫بعناٌة‬ ‫حالتٌهما‬ ‫مناقشة‬ ً‫ٌنبغ‬ ‫اللذان‬ ‫هما‬ ‫.الصنفان‬
* ‫تأخٌر‬ ‫هو‬ ‫المنضبطٌن‬ ‫غٌر‬ ‫أو‬ ‫المشاغبٌن‬ ‫الطلبة‬ ‫مشاكل‬ ‫معالجة‬ ً‫ف‬ ‫الشائعة‬ ‫األخطاء‬ ‫ومن‬
‫التأخٌر‬ ‫فمبدأ‬ ،‫لحلها‬ ‫حاسم‬ ‫موقف‬ ‫اتخاذ‬ ‫دون‬ ‫تستفحل‬ ‫وتركها‬ ‫مبكر‬ ‫بوقت‬ ‫المشكلة‬ ‫مواجهة‬
‫والمشكلة‬ ‫بالتعاظم‬ ‫للقضٌة‬ ‫ٌسمح‬‫فعندما‬ ‫لذا‬ ،‫علٌها‬ ‫السٌطرة‬ ‫ذلك‬ ‫بعد‬ ‫ٌمكن‬ ‫ال‬ ‫حتى‬ ‫بالتفاقم‬
‫فعلٌه‬ ،‫آخر‬ ‫تلمٌذ‬ ‫لدى‬ ‫واضحة‬ ‫مشكلة‬ ‫أو‬ ،‫ما‬ ‫تلمٌذ‬ ‫من‬ ‫متكرر‬ ‫سلوك‬ ‫سوء‬ ‫المدرس‬ ‫ٌالحظ‬
‫التوتر‬ ‫من‬ ‫كبٌر‬ ‫بارتٌاح‬ ‫شعر‬ ‫ذلك‬ ‫فعل‬ ‫فإذا‬ ،‫مباشرة‬ ‫مناسب‬ ‫موقف‬ ‫اتخاذ‬ ‫إلى‬ ‫المسارعة‬
‫القضاٌا‬ ‫حل‬ ً‫ف‬ ‫المماطلة‬ ‫مع‬ ‫ٌتزامن‬ ‫.الذي‬
* ‫وهن‬ً‫ف‬ ‫نجاعتها‬ ‫أثبتت‬ ً‫والت‬ ‫المشاغبٌن‬ ‫التالمٌذ‬ ‫مع‬ ‫للتعامل‬ ‫المقترحة‬ ‫األسالٌب‬ ‫بعض‬ ‫اك‬

2. ‫فما‬ ،‫بالمشكلة‬ ‫المحٌطة‬ ‫الظروف‬ ‫على‬ ‫تطبٌقها‬ ‫ٌعتمد‬ ً‫ا‬‫طرق‬ ‫تظل‬ ‫ولكنها‬ ،‫الحاالت‬ ‫من‬ ‫كثٌر‬
‫األسالٌب‬ ‫ومن‬ ،‫آخر‬ ‫طالب‬ ‫مع‬ ‫البتة‬ ً‫ا‬‫مناسب‬ ‫ٌكون‬ ‫ال‬ ‫قد‬ ،‫ما‬ ‫طالب‬ ‫مع‬ ً‫ا‬ٌ‫مجد‬ ‫ٌكون‬ ‫أن‬ ‫ٌمكن‬
ً‫ٌأت‬ ‫:ما‬
1- ‫خاصة‬ ‫جلسة‬ ‫:عقد‬
‫المشاكل‬ ‫أو‬ ،‫باالنضباط‬ ‫المتعلقة‬ ‫التالمٌذ‬ ‫مشاكل‬ ‫حل‬ ً‫ف‬ ‫فعالٌة‬ ‫وأكثرها‬ ‫األسالٌب‬ ‫أفضل‬ ‫من‬
‫جلسة‬ ‫عقد‬ ‫أسلوب‬ ،ً‫الدراس‬ ‫بتحصٌله‬ ‫ٌتعلق‬ ‫ما‬ ‫حتى‬ ‫أو‬ ،‫االجتماعٌة‬ ‫العالقات‬ ‫أو‬ ،‫النفسٌة‬
‫األلفة‬ ‫من‬ ً‫ا‬‫جو‬ ‫تولد‬ ‫ما‬ ‫عادة‬ ‫االنفرادٌة‬ ‫الشخصٌة‬ ‫الجلسات‬ ‫هذه‬ .‫التلمٌذ‬ ‫مع‬ ‫خاصة‬‫والتفاهم‬
‫تشهر‬ ‫وال‬ ‫زمالئه‬ ‫أمام‬ ‫الطالب‬ ‫تحرج‬ ‫ال‬ ‫بالسر‬ ‫فالنصٌحة‬ ،‫الطرٌقة‬ ‫هذه‬ ‫غٌر‬ ً‫ف‬ ‫تحقٌقه‬ ‫ٌندر‬
‫حل‬ ‫على‬ ‫تساعد‬ ‫قد‬ ‫كثٌرة‬ ‫بمعلومات‬ ‫المدرس‬ ‫وٌزود‬ ‫بارتٌاح‬ ‫ٌتكلم‬ ‫سوف‬ ‫الطالب‬ ‫أن‬ ‫كما‬ ،‫به‬
‫واالستماع‬ ،‫النصٌحة‬ ‫لقبول‬ ‫وأفضلها‬ ‫الطرق‬ ‫أدعى‬ ‫تعد‬ ‫الطرٌقة‬ ‫وهذه‬ ،ً‫ا‬ٌ‫تلقائ‬ ‫المشكلة‬
‫واإل‬‫رشاد‬‫إلى‬ ‫نسب‬ ‫قد‬ ً‫ا‬‫فقدٌم‬ ، ً‫الشافع‬ ‫:قوله‬
‫انفرادي‬ ً‫ف‬ ‫بنصحك‬ ً‫ن‬ّ‫د‬‫تعم‬
‫الجماعة‬ ً‫ف‬ ‫النصٌحة‬ ً‫بن‬ّ‫ن‬‫وج‬
‫نـوع‬ ‫الناس‬ ‫بٌن‬ ‫النصح‬ ‫فإن‬
‫سماعه‬ ‫أرضى‬ ‫ال‬ ‫التوبٌخ‬ ‫من‬
ً‫قول‬ ‫وعصٌت‬ ً‫خالفتن‬ ‫وإن‬
‫طاعـة‬ ‫عط‬ُ‫ت‬ ‫لم‬ ‫إذا‬ ‫تجزع‬ ‫فال‬
2- ‫التعنٌف‬ ‫و‬ ‫:التوبٌخ‬
‫أثبت‬ ‫قد‬ ‫التعنٌف‬ ‫أو‬ ‫التوبٌخ‬ ‫أسلوب‬ ‫إن‬،‫المنضبطٌن‬ ‫غٌر‬ ‫التالمٌذ‬ ‫من‬ ‫كثٌر‬ ‫إٌقاف‬ ً‫ف‬ ‫جدواه‬
‫كافٌٌن‬ ‫ٌكونان‬ ‫ما‬ ً‫ا‬‫غالب‬ ‫والتعنٌف‬ ‫فالتوبٌخ‬ ،ً‫ا‬ٌ‫ثانو‬ ً‫ا‬‫تصرف‬ ‫والسلوك‬ ‫التصرف‬ ‫كان‬ ‫إذا‬ ‫.خاصة‬
‫ٌواجه‬ ‫قد‬ ‫بٌنما‬ ،‫تصرفاتهم‬ ‫عن‬ ‫لٌردعهم‬ ‫ذلك‬ ‫ٌكفٌهم‬ ‫التالمٌذ‬ ‫بعض‬ ‫فإن‬ ‫الحالة‬ ‫هذه‬ ‫مثل‬ ً‫ف‬
‫ٌلقى‬ ‫وال‬ ‫التوبٌخ‬ ‫بذلك‬ ‫ٌعبأ‬ ‫ال‬ ‫من‬ ‫المدرس‬‫ٌكثر‬ ‫ال‬ ‫أن‬ ً‫ٌنبغ‬ ‫الطلبة‬ ‫هؤالء‬ ‫فمثل‬ ،ً‫ال‬‫با‬ ‫له‬
ً‫ا‬‫تفاقم‬ ‫إال‬ ‫المشكلة‬ ‫تزٌد‬ ‫ال‬ ‫قد‬ ‫جارحة‬ ‫بألفاظ‬ ‫علٌهم‬ ‫ٌتلفظ‬ ‫أو‬ ‫والتوبٌخ‬ ‫التعنٌف‬ ‫المدرس‬ ‫علٌهم‬
‫به‬ ‫نصح‬ ‫ما‬ ‫أجمل‬ ‫وما‬ ً‫البست‬ ‫الفتح‬ ‫أبو‬ ‫قال‬ ‫:حٌن‬
‫عوج‬ ‫ذا‬ ‫قومت‬ ‫إذا‬ ‫ف‬ّ‫ن‬‫تع‬ ‫وال‬
ً‫ا‬‫تعوٌج‬ ‫التقوٌم‬ ‫أعقب‬ ‫فربما‬

3. ‫حٌن‬ ً‫فف‬ ،‫والسخرٌة‬ ‫واالستهزاء‬ ‫والتعنٌف‬ ‫التوبٌخ‬ ‫بٌن‬ ً‫ا‬‫فرق‬ ‫هناك‬ ‫أن‬ ‫إلى‬ ‫اإلشارة‬ ‫تجدر‬ ‫كما‬
‫السخرٌة‬ ‫أن‬ ‫إال‬ ،‫عدٌدة‬ ‫حاالت‬ ً‫ف‬ ‫النظام‬ ‫لحفظ‬ ً‫ا‬‫مطلوب‬ ‫ٌكون‬ ‫قد‬ ‫والتوبٌخ‬ ‫التعنٌف‬ ‫أن‬
،‫النظام‬ ‫حفظ‬ ‫إلى‬ ‫ذلك‬ ‫أدى‬ ‫ولو‬ ‫حتى‬ ً‫المرب‬ ‫المدرس‬ ‫من‬ ‫مقبول‬ ‫غٌر‬ ‫تصرف‬ ‫واالستهزاء‬
‫ٌكثر‬ ‫الذي‬ ‫فالمدرس‬‫وعدم‬ ‫له‬ ‫التالمٌذ‬ ‫كره‬ ‫ذلك‬ ‫من‬ ً‫ٌجن‬ ‫إنما‬ ‫باآلخرٌن‬ ‫االستهزاء‬ ‫من‬
‫.احترامه‬
* ‫:اعمل‬
1- ‫تقدمهم‬ ‫على‬ ‫حرٌص‬ ‫بأنك‬ ‫تقنعهم‬ ‫التالمٌذ‬ ‫مع‬ ‫حسنة‬ ‫عالقة‬ ‫.أقم‬
2- ‫سلوكهم‬ ‫ٌتغٌر‬ ‫أن‬ ‫ٌمكن‬ ‫كما‬ ‫أخطاء‬ ‫ٌرتكبوا‬ ‫أن‬ ‫ٌمكن‬ ‫كبشر‬ ‫تالمذتك‬ ‫.عامل‬
3- ‫أو‬ ‫والتصرف‬ ‫الفردي‬ ‫التصرف‬ ‫بٌن‬ ‫تفرق‬ ‫أن‬ ‫حاول‬ً‫الجماع‬ ‫السلوك‬ .
4- ‫صغٌرة‬ ‫مجموعات‬ ‫مع‬ ‫أو‬ ‫انفراد‬ ‫على‬ ‫المشكالت‬ ‫تحل‬ ‫أن‬ ‫.حاول‬
5- ‫المشكلة‬ ‫على‬ ‫السٌطرة‬ ‫علٌك‬ ً‫ٌستعص‬ ‫عندما‬ ‫المدرسٌن‬ ‫زمالئك‬ ‫بعض‬ ‫واستشر‬ ‫.أشرك‬
6- ‫المتعلمٌن‬ ‫بعض‬ ‫من‬ ‫تصدر‬ ‫قد‬ ً‫الت‬ ‫البسٌطة‬ ‫واألخطاء‬ ‫الهفوات‬ ‫بعض‬ ‫.تجاهل‬
7- ‫خر‬ ‫إذا‬ ‫التالمٌذ‬ ‫جمٌع‬ ‫أمام‬ ‫التلمٌذ‬ ‫عاقب‬‫أمامهم‬ ‫النظام‬ ‫ق‬ .
* ‫تعمل‬ ‫:ال‬
1- ً‫ا‬‫أبد‬ ‫ٌتغٌر‬ ‫لن‬ ‫أنه‬ ‫وتفترض‬ ‫معٌنة‬ ‫بصفة‬ ً‫ا‬‫تلمٌذ‬ ‫تصف‬ ‫.ال‬
2- ‫العقاب‬ ً‫ف‬ ‫تسرف‬ ‫.ال‬
3- ‫السبب‬ ‫كان‬ ‫مهما‬ ‫توازنك‬ ‫وتفقد‬ ‫تغضب‬ ‫.ال‬
4- ‫الئقة‬ ‫غٌر‬ ‫بألفاظ‬ ‫تتلفظ‬ ‫.ال‬
5- ‫أحدهم‬ ‫سلوك‬ ‫سوء‬ ‫بسبب‬ ‫القسم‬ ‫أفراد‬ ‫جمٌع‬ ‫تعاقب‬ ‫.ال‬
6- ‫العقاب‬ ‫طرق‬ ‫إلى‬ ‫تلجأ‬ ‫ال‬‫الضرب‬ ‫تستعمل‬ ‫أو‬ ً‫البدن‬ .
7- ً‫الدراس‬ ‫إلنجازه‬ ‫تقوٌمك‬ ً‫ف‬ ‫ٌؤثر‬ ‫التالمٌذ‬ ‫أحد‬ ‫سلوك‬ ‫تجعل‬ ‫.ال‬
8- ‫أدى‬ ‫فربما‬ ، ‫المدرسة‬ ً‫ف‬ ‫بها‬ ‫المعمول‬ ‫العقاب‬ ‫أنظمة‬ ‫عن‬ ً‫ا‬‫مختلف‬ ً‫ا‬‫نظام‬ ‫لنفسك‬ ‫تضع‬ ‫ال‬
‫جدواها‬ ‫وانعدام‬ ‫فعالٌتها‬ ‫قلة‬ ‫إلى‬ ‫.ذلك‬

4. 3- ‫المتكررة‬ ‫:األسئلة‬
ً‫ه‬ ‫المنضبطٌن‬ ‫غٌر‬ ‫التالمٌذ‬ ‫تصرفات‬ ‫معالجة‬ ً‫ف‬ ‫جدواها‬ ‫أثبتت‬ ً‫الت‬ ‫الطرق‬ ‫من‬ ‫واحدة‬
ً‫ا‬‫تصرف‬ ‫تصرف‬ ‫أن‬ ‫بعد‬ ‫متكررة‬ ‫أسئلة‬ ‫عدة‬ ‫ٌسأل‬ ‫الذي‬ ‫فالتلمٌذ‬ ،‫أسئلة‬ ‫بعدة‬ ‫المتكرر‬ ‫سؤالهم‬
‫باألسئلة‬ ‫نفسه‬ ‫إحراج‬ ‫من‬ ‫ٌقلل‬ ‫حتى‬ ‫أكثر‬ ‫نفسه‬ ‫ٌضبط‬ ‫أن‬ ‫علٌه‬ ‫أن‬ ‫سٌشعر‬ ‫فٌه‬ ‫مرغوب‬ ‫غٌر‬
‫دا‬ ‫ٌكون‬ ‫لن‬ ‫ربما‬ ً‫الت‬‫سوف‬ ‫االنضباط‬ ‫أن‬ ً‫ا‬‫أٌض‬ ‫سٌعلمون‬ ‫الطلبة‬ ً‫باق‬ ‫أن‬ ‫كما‬ ،‫لها‬ ً‫ا‬‫مستعد‬ ً‫ا‬‫ئم‬
‫األسئلة‬ ‫تلك‬ ‫من‬ ‫.ٌنجٌهم‬
4- ‫التدرٌس‬ ‫من‬ ً‫ال‬‫بد‬ ‫اختبار‬ ‫:إجراء‬
‫الناجعة‬ ‫الحلول‬ ‫تلك‬ ‫فمن‬ ‫النظام‬ ‫أو‬ ‫باالنضباط‬ ‫ٌخل‬ ً‫ا‬‫تصرف‬ ‫القسم‬ ‫تالمٌذ‬ ‫أكثر‬ ‫ٌتصرف‬ ‫عندما‬
‫ال‬ ‫من‬ ‫األستاذ‬ ‫ٌطلب‬ ‫أن‬ ‫االنضباط‬ ‫على‬ ‫تساعد‬ ً‫الت‬ً‫ف‬ ‫والبدء‬ ‫فارغة‬ ‫أوراق‬ ‫إخراج‬ ‫تالمٌذ‬
‫أنه‬ ‫كما‬ ،‫ممكن‬ ‫وقت‬ ‫بأسرع‬ ‫القسم‬ ‫إلى‬ ‫الهدوء‬ ‫سٌعٌد‬ ‫اإلجراء‬ ‫هذا‬ ،) ‫فرض‬ (‫قصٌر‬ ‫اختبار‬
‫كان‬ ‫االختبار‬ ‫وألن‬ ،‫أخرى‬ ‫مرة‬ ‫بالنظام‬ ‫أخلوا‬ ‫إذا‬ ‫رادع‬ ‫كجزاء‬ ‫التالمٌذ‬ ‫ذاكرة‬ ً‫ف‬ ً‫ٌبق‬
‫األستاذ‬ ‫ٌمكن‬ ‫مما‬ ،ً‫ا‬‫جد‬ ‫منخفضة‬ ‫تكون‬ ‫التالمٌذ‬ ‫درجات‬ ‫فإن‬ ً‫ا‬‫مفاجئ‬ً‫ه‬ ‫هذه‬ ‫بأن‬ ‫التأكٌد‬ ‫من‬
‫او‬ ‫المعلم‬ ‫ٌتذكر‬ ‫أن‬ ‫وٌجدر‬ ،‫واالهتمام‬ ‫باالنضباط‬ ‫التالمٌذ‬ ‫ٌهتم‬ ‫ال‬ ‫عندما‬ ‫الحتمٌة‬ ‫النتٌجة‬
‫لمستوى‬ ‫مة‬ ّ‫المقو‬ ‫االختبارات‬ ‫أحد‬ ‫ٌجعله‬ ‫ال‬ ‫وأن‬ ‫القسم‬ ‫لضبط‬ ‫هو‬ ‫إنما‬ ‫االختبار‬ ‫هذا‬ ‫أن‬ ‫األستاذ‬
‫ال‬ ‫للمتعلمٌن‬ ‫االختبار‬ ‫هذا‬ ‫فٌها‬ ً‫أعط‬ ً‫الت‬ ‫الظروف‬ ‫إن‬ ‫إذ‬ ‫التالمٌذ‬‫مدى‬ ‫وال‬ ‫قدراتهم‬ ‫تعكس‬
ً‫الدراس‬ ‫.تحصٌلهم‬
Peace, mercy and blessings of God Almighty
It is very natural that there is in the section class of students unruly, wayward, and should not be rushing
teacher governance them that they do not want to learn and succeed, all students love to learn and come
forward and succeed, Valbaos the riot was probably to adolescence or some of the pressures faced by the
student in his environment social, or it may be the expression of some students about their love for the
emergence and excellence, when the loving student can not be displayed excellence academically it seeks
to search for another way for the emergence and excellence, even if they are in the eyes of teachers'
negative behaviors or wrong actions

5. And a student who needs to be focused care and attention is a student who acts in one of two extremes:
either to be asking very shy and Mnzhoya does not share his fellow students, either asking too
troublemaker, provokes discounts and leads disputes, and disturb the students and teachers, these two
types were the ones who should discuss their cases carefully focused
It is common mistakes in dealing with unruly or undisciplined students' problems is the delay in the face
of the problem early in advance and left to fester without taking a decisive stand to solve, principle of the
delay allowed to issue Baltaazem problem fester until you can not then control it, so when the teacher
noticed ill frequently the behavior of a student or an obvious problem with another student, quickly to
take direct proper position, if doing so felt great relief of tension which coincides with the delay in
resolving issues
There are some proposed methods to deal with pupils rioters and which have proved effective in many
cases, but it remains ways depends applied to the surrounding of the problem conditions, what could be
feasible with a student, it may not be appropriate at all with another student, and methods as follows:
1. convene in special session:
Of the best and most effective methods in solving problems related to discipline pupils, or mental health
problems, social relations, or even with regard to the school collected it, method of a private meeting with
the student contract. This personal sessions unilateral usually generate an atmosphere of intimacy and
understanding is rarely achieved in is this way, our advice to secretly do not embarrass a student in front
of his colleagues and defamed him, and the student will speak with satisfaction and provides the teacher a
lot of information that could help solve the problem automatically, this method is claimed roads, the best
advice is to accept, listen and guidance
2. reprimand and taunting:
The reprimand or taunting style has proved its worth in stopping many of unruly pupils, especially if the
disposition and conduct a secondary act, Valtobej taunting and often Akunan caffeine. In such a case,
some of the pupils enough to deter them from their actions, while the teacher may face from not care so
reprimand to be cast him Bala Like these students should not multiply them teacher taunting and
reprimand or uttered them verbally hurtful
It should also be noted that there is a difference between a reprimand and taunting and mockery and
ridicule, while the taunting and reprimand may be required for the maintenance of order in many cases,
but the derision unacceptable behavior from a teacher educator, even if it led to the maintenance of
order, Valmadrs which a lot of ridicule but others reap from that hated his pupils and lack of respect.
What to do?
1. do a good relationship with pupils convince them that you are keen to progress.
2. factor your students as human beings can commit mistakes and can change their behavior.
3. Try to differentiate between the individual act and act or collective behavior.
4. Try to solve problems individually or with small groups.

6. 5. Involve and consult some of your fellow teachers when you control a hard problem.
6. ignore some lapses and minor errors that may be issued from some learners.
7. punished the student in front of all the students if the breach of the regime in front of them.
What not to do:
1. do not describe pupils in certain assume it will never change.
2. Do not go overboard in punishment.
3. Do not get angry and lose your balance for whatever reason.
4. Do not utter verbally inappropriate.
5. Do not punish all members of the department because of misconduct by one of them.
6. Do not resort to methods of using corporal punishment or beatings.
7. Do not make the behavior of one of the pupils affect on your calendar for academic achievement.
8. Do not put yourself different from the punishment in force in the school systems of a system, it may be
led to a lack of effectiveness and lack of usefulness.
3- Frequently Asked Questions:
One of the ways that have proven their usefulness in addressing the actions of pupils undisciplined are asked repeated several
questions, Valtlmiv who asks several recurring questions after he had acted undesirable feel that he has to control himself even
more reduces the embarrassment of the same questions that probably will not always be prepared her, and the rest of the
students also will learn that the discipline will deliver them from those questions.
4 - Test instead of teaching:
When acting more pupils section acted in violation of discipline or the system it is that effective solutions that help discipline
the teacher of the students asked to take out a blank papers and start a short test (impose), this procedure will restore calm to
the department as soon as possible, as it keeps the pupils memory If cleared deterrent sanction regime again, and because the
test was surprising, the grades of students are very low, Which can be a professor emphasized that this is the inevitable result
when they do not care about the students discipline and attention, and it is worth to remember the teacher or professor that this
test it is to adjust the section that does not make it a denominated level pupils tests as the conditions that give them a test of
learners do not reflect the extent of their abilities and academic achievement
Adapted from : http://www.djelfa.info/vb/showthread.php?t=492960