Table of ContentsIntroductionProblem of Lack of Attention in ClassRationale of ResearchResearch BackgroundWorks CitedIntroductionThis research is based on the disruptive behaviors created by high school students during the teaching process- learning. As a primary school teacher, the researcher also encountered some problematic behaviors and attitudes from students during the teaching process. The importance of paying attention in class is evident because students sometimes do not pay attention and also disturb other students who want to learn. The researcher used punishment as a technique to control students' disruptive behavior and ensure a positive learning environment. However, research has observed that reprimanding and punishing students leads to an increase in disruptive behavior. It becomes a habit for the students, and the teacher as a role model, if he yells, yells or punishes the students, and in the future the students might imitate the same. For example, if the teacher yells at a student for talking during class, that student might yell in the same way to their parents or siblings at home. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get an original essay Teaching methodology is important when it comes to students being attentive in class or interested in learning, but the Today's students are used to not paying attention in class and being absent mentally. So, to distract students from these activities, most teachers use punishment as a tool to control student behavior (Haider, Iqbal, Iqbal, & Jabeen, 2015). Punishment has a negative impact on the student's academic performance. This can stop a particular behavior for a while. But by using a positive way to control behavior such as reinforcement, it will help students learn and change their behavior (Elbla, 2012). The effectiveness of the educational process depends on the learning behavior of students, which poses a challenge for today's teachers. Therefore, the researcher of this study used social skills as a technique to minimize disruptive behaviors of high school students by learning several rules to respect others, learning to work collaboratively, and learning to participate in classroom discussions in order to create positive learning environment.Problem of lack of attention in classDisruptive behavior occurs more frequently in educational settings. This is simply disobedient behavior by a student that disrupts the normal classroom routine. Even a single student disrupts the entire class so much that neither the student creating the disruption nor the other students sitting next to him or her can learn. Students with behavioral problems can strain even the most competent teacher. Wasting instructional time, disrupting the learning process of other students, threatening the safety of others, disobeying classroom rules, disrespecting colleagues and teachers, leaving seats, and speaking without permission, all of these behaviors lead to the failure of the teacher to achieve his or her educational goals in a timely manner (Ali , Ambreen, Aslam, Hussain, & Suleman, 2013). Environment plays a very important role in individual personal growth. A healthy environment creates a perfect individual while a less healthy environment will produce a problematic society. In recent decades, students often havediscipline and behavior problems (Hoffman, Hutchinson, & Reiss, 2009). Most teachers struggle to deal with disruptive behavior in the classroom. It is moderately difficult for them to use effective techniques to prevent discipline problems from occurring in the classroom (Lewis, 2001). To create a positive learning environment and avoid traditional methods of controlling disruptive behavior in the classroom. This study focuses on positive ways to minimize disruptive student behaviors in the classroom using social media and cooperative skills through several interventions. Rationale for the Research Much research has revealed that there are several methods for maintaining discipline in the classroom. Researchers believed that teachers should set clear expectations for student behavior and apply various rewards for good or positive behavior as well as punishments for problem behavior (Charles & Senter, 2005). As mentioned above, punishment affects students' academic performance, it will not help them change their behavior (Elbla, 2012). This study also avoided punishing seventh graders in order to create a supportive environment for the students. Additionally, Vitto (2003) argues that discipline can be achieved through student self-regulation, facilitated by the use of techniques such as negotiation, discussion, and contracting. In this regard, the researcher applied a technique called yellow and red cards. In this case, yellow cards are used as a warning or as a last option to avoid a red card which is a penalty card. not attending recess in the school yard, not participating in class discussions are used as punishments for students and to avoid being penalized, students followed the social skills rules of the class. This technique was used to give students the opportunity to self-regulate their behavior in class and try to manage and change it. But does it work every time? This question arose as the researcher observed that few students benefited from negotiation and discussion and continued to ignore the established rules. Other research emphasizes teamwork, in which the student team takes responsibility for students to ensure positive behavior of all its members. (Hosseini and Rahimi, 2011). The question that arises here is: do all students know how to work in a team? What happens if students don't have friends in their group, what is the possibility of these students taking responsibility for each other? This can create risks of conflict between groups. In this study, the researcher taught students social and cooperative skills that will help them work in teams. If students know the rules and want to complete their task on time, they will work collaboratively with their team members. So, to ensure that students used the rules in class, group activities were planned by the researcher and grouping was done by assigning numbers to each student. The researcher visited each group and assigned them the task. The students without any complaints started their work and assigned a task to each member so that all members of the group had the opportunity to work. The researcher also observed that while working in a group, few members started talking loudly and other members reminded them of the rules. To avoid punishment, an unhealthy classroom environment and ensure positive student behavior. There.