According to Garrett (2014) the majority of misbehavior issues that take place in a classroom “are minor and should be dealt with quickly and efficiently using a non-verbal or verbal intervention. He later asserts that that for minor behaviors a non-verbal cue such as proximity, the look, and a gesture should be used initially and if not adhered to the teacher can follow up with a verbal response that disrupts the instructional time as little as possible (p. 83). There are many advantages to dealing with minor behavioral issues in the appropriate manner using non-verbal and verbal cues. Firstly, as alluded to by Garret, correcting the minor behavior quickly allows minimal disruption to the lesson being taught or the task at hand. Additionally, Everston and Emmer (2009) declare that using non-progressive responses such as redirecting the student’s focus or proximity gives little attention to the misbehavior, and require little teacher time to carry out the response (pp. 174-176). Lastly, the best strategies not only deal with how to deal with minor behavioral issues in the most efficient ways, but also include preventive measures as well.
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