Advise the student that what they are doing is disrupting the class. Ask the student to stop.
Address the disruption individually, directly and immediately. Be specific about the behaviour that is disruptive and set limits. If the student does not stop, stay calm and ask the student what they are wanting? Listen to student's answer (finding out why the student is being disruptive is important). Acknowledge the feelings of the student and remind them of the class expectations.
Remember that disruptive behaviour is often caused by stress or frustration.
Redirect to learning or an opposing task; a verbal or non-verbal prompt to a student who is off task or not behaving as expected. This should be a mild form of correction aimed at getting a student back on task with the least amount of confrontation and intrusion on the lesson. Using a redirect should not be a threat or punishment, they are delivered positively, firmly, calmly and with minimum language. Body language plays a big part. A redirection to a different activity can act as a circuit breaker.
Some suggestions:
Ask the student to hand out resources or materials for the lesson.
Ask the student to take a message to another teacher/class.
Use proximity (move close to the student), a gesture (direction using a hand signal) or facial expression (e.g. a frown).
Interrupt the unacceptable behaviour with a question e.g. “Name, what question are you up to?” “Name, are you working on the writing task now?" "Name, are you doing your job?"
Make an offer of assistance e.g. “Name, do you need some help getting started?” This acts as a direction if the student knows what to do but is slow to get started. If the student doesn’t know what to do, help can then be provided. Both act to interrupt the off task behaviour.
Ask the student a question directly related to the lesson activity. it. Call on the student first and then ask the question. Your goal should be to redirect behaviour not to make the student feel uncomfortable or embarrassed.
Where a student continues to misbehave or to be off task. Redirect again, perhaps with a different and slightly stronger strategy e.g. a specific direction to return to the task. Continued misbehavior would result in the teacher giving the student a choice (see Choice).
Pay attention to warning signs that the situation is nearing escalation toward violence. If this is occurring, evacuate your students to a safe location and call for assistance.
If redirect is not effective organise a time to speak to the student regarding why they were being disruptive. Ask the student "What did you want? What were you doing to get what you want? Did it work? What is your plan for next time?"
Reference links.