Due to the lack of digital literacy and technical issues, it is recommended to use continuous positive reinforcement and later intermittent reinforcement. Since online education is an emerging learning method and many people are not aware of the sophisticated or complex use of the software and some students are slow learners, constant positive reinforcement in terms of appreciation is necessary initially (good job, you are doing well, keep doing it), intellectual gifts (some e-books, notes, quizzes, certificates). Later, intermittent positive reinforcement will also work.
In a course of distraction and lack of discipline, positive Punishment can be effective. A task can be assigned to bring students together, group activity can also minimize lack of distraction and maintain discipline. In order to keep the students' attention, the students should be informed that there will be a quiz in the last one and the respondent will be chosen randomly from the participants.
Addressing the lack of personal interaction and positive motivation Reinforcement will work well because we want to improve student interaction and motivation; plus interactive sessions, group activities, creating an online discussion group, lecture videos, question-and-answer sessions, debates, personalizing learning, rewarding student success, providing meaningful feedback, enabling self-monitoring, setting clear goals and learning paths, encouraging collaboration with others, use different learning tools rather than using the same boring one-way lecture.
Targeting the outdated curriculum, course structure and quality, the curriculum management team should do a diligent job by going through the curriculum of other international institutes that have adopted them under the new online education arrangements. Evidence-based literature and last but not the least meeting with all stakeholders i.e., students, teachers and parents to understand their views and come up with a better solution can also help.
When the classroom is mostly controlled, behavioral anomalies stand out. If one student is performing regularly or frequently, this may signal a need for additional support. Using technology specifically designed to monitor behavior to identify students who have difficulty following rules or are often disruptive can be helpful both in getting students help and in identifying the root cause. Tracked data can offer insight into specific times or activities that present challenges, for example. Getting extra help for these students will also be easier, with a clear and accurate record of incidents.
As mentioned above, verbal cues can create unwanted attention and disrupt the flow of the lesson. On the other hand, nonverbal cues can be effective in making it clear to students that their behavior is unacceptable without disrupting the rhythm of the lesson. Cues such as demonstrating in class in front of the student or simply standing next to a group that is speaking out of turn can refocus the student on the task at hand without drawing undue attention to the behavior or appearing to encourage it in any way.
A strategy for managing student behavior does not necessarily mean ruling the classroom with an iron fist. Instead, classroom-level behavior management should provide a set of expectations and allow for appropriate corrections within the context of the learning environment. In addition, building positive relationships and improving communication with families and students outside the classroom can help promote positive behavior on campus. Another benefit of a well-managed classroom is that it makes it easier to identify students who need more support and get them to receive those interventions in a timely manner.
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