Teenagers, by definition, have high energy levels and it is inevitable that from time to time the teacher may have to deal with disruptive behavior. As with all students the mood of the class and the individuals within that class will be determined by many external factors. For example: family life, peer group associations, individual personality traits etc. 

The behavior and attitude/personality of the teacher is perhaps the single most important factor in a classroom and can thus have a major effect on discipline. Before considering how to discipline, we need to think about some of the reasons why such problems may arise. Some are here:

• Problems at home/outside the classroom. There is not too much you can do about this. The best thing you can do if you feel this is the case, is to make your school’s administration aware of the problem and let them follow it up.

• Attention seeking. Try giving the student the attention he/she craves. Make him/her your assistant (to hand out copies, clean the board etc), or group leader and involve him/her as much as possible.

• Peer pressure. Try changing the dynamics of the classroom by changing the seating arrangement or by mixing up pairs/groups.

• Boredom. This is usually the teacher’s fault and the major cause of discipline problems! Make your lessons fun, varied, lively, involving and interesting. Don’t let activities go on for too long.

• Lack of consistency from the teacher. Always be consistent and fair. Treat each student the same. Bear in mind that it is much easier to start off firmer and gradually relax control than it is to regain control when it has been lost.

Here's an interesting podcast from the BBC on the behavioural principles to raise children possibly being the same as those of when we raise children.

It might not be available for much longer but it's interesting listening nonetheless.

http://www.bbc.co.uk/iplayer/episode/b018xs89/Word_of_Mouth_Comparing_the_way_we_bring_up_children_and_train_dogs/

Yes Vicky,

CHOICE makes students feel that they are more in control of their lessons. You can create very simple "artificial" choices. Ask the students to choose either GREEN or BLUE.  Green students will answer questions 1, 3, 5, 7 and 9. Blue students will answer questions 2, 4, 6, 8 and 10. If you give students a few moments to choose their colour, they will read all the questions and think about the answers before choosing their colour. Although students appear to be doing less work, in fact they do most of the key thinking work. Since there will always some Green and some Blue students in the class, the whole exercise will be covered.

Think also about CHOICES which could be added to homework assignments allowing students to choose between creative production tasks and repetitive practice tasks. Keep a track of each individual choice so you can ensure that students get a balance of activities by sometimes giving personal assignments with no choice.

Homework is also a good time to offer CHOICE of TOPIC in assignments.

Limited choice is the first stage of learning to make choices. A mother, whose daughter was reluctant to eat breakfast, stopped asking "What do you want for breakfast?" Instead, she asked "How would you like your eggs today, boiled or scrambled?