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In Behavioral economic teaching method view point, the school needs to review whether its teachers number is enough to prepare some teachers need to rest at home suddenly. So, other teachers can replace them to teach any his/her lessons on that day immediately. If the school neglected to employ extra enough part time teachers number to prepare to replace any full time teachers who have need to rest on any days. Due to salary expenditure increasing reason, it is not good choice to reduce to employ extra part time teachers number to avoid the sudden full time teachers number shortage need. It will bring classroom management changes poor, due to unsatisfactory teachers' teaching need to go to classroom to teach their students in classrooms when they are sickness on that teaching day suddenly. Therefore, poor teaching performance or poor classroom management behaviors to the teacher which will bring poor economic loss, e.g. student enrollment number reduces, students absent number to every lesson increases school teaching subjects number decreases too the school in long time.Therefore, all these poor influences will cause the school's economic loss, it is due to the school teachers' teaching behaviors are poor, due to many teachers do not enjoy and feel satisfactory to teach these students and manage classes disciplines effectively. It seems that whether the school has enough teachers number, it can influence how teacher individual teaching and class management behavior to be better or worse and then which will have relationship to influence the school's economic gain or loss in long term consequently.Therefore, in teacher individual behavioral psychological view point, every one ought have effective time allocation method to prepare how to teach whose students in every lesson. I shall recommend how the teacher individual behavioral economic choice to solve discipline challenges in classrooms as below:1.Transitions vs. allocated time methodThe school teachers can allocate time periods they intend for their students to be engaged in learning activities as well as they can arrange transition time allocated for learning activities. For example, getting students assembled and attentive, assigning reading and directing to begin, getting students' attention away from reading and preparing for class discussion in their schools.The transition is allocated time to teacher individual behavioral goal is to increase the variety of learning activities, but to decrease transition time, student engagement and non-task behaviors are dependent on how smoothly and efficiently to teachers more from one learning activity to another.Therefore, teacher has witness if when classroom discipline problems occur, the teacher consistently takes action to solve the misbehavior of exactly those students who do in classrooms, when two discipline problems arise as the same time, the teacher can deal with the more serious first. The teacher can decisively handle instances of off- task behavior before the behaviors either set out of hand or are modeled by others. When handling misbehavior makes sure all students learn what is unacceptable about that behavior, deal with misbehavior without disrupting the learning activity.2.Classroom rules for student individual behavioral conduct. Formalized statements that provide students with general guidelines for the types of behaviors that are require and the types that are prohibited a few rules are easier to remember than many rules, each rule in a small set of rules is more important than each rule in a large set of rules.Why do need necessary classroom rules of conduct?

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