班級是由教師與學生所形成的一個小型社會體系，在此社會體系中，由於學生所具有的多元歧異特性，加以家庭、學校及社會所賦予的角色期望，使得學生在校與周遭同儕和師長之間的社會互動，益顯複雜，不免出現行為問題，因而如何處理與預防遂成為學校教師的主要挑戰。本文提出學生行為問題的處理可以考量學生的特質及其行為問題的類型，採取理性化、社交化或感性化等不同作法，導正其行為。而對於學生行為問題的預防，則可以從學校文化、課程教學、班級經營、情緒管理、親師溝通等方面來加以努力，避免學生出現行為問題。

A class is a micro-social system composed of teachers and students. With students’ diversity and roles from family, school and society, social interactions between teachers and students are extremely complicated. For this reason, there are various behavior problems in class. It is a vital challenge for teachers to deal with and avoid students’ behavior problems. The paper indicates that teachers can take rational, social or emotional measures to deal with behavior problems based on students’ characters and behaviors. As for the prevention of behavior problems, teachers can make efforts from school culture, curriculum, instruction, classroom management, emotion management, and parent-teacher communication.