Since many basic course training programs fail to adequately address classroom management issues, most graduate teaching assistants (GTAs) enter the classroom unprepared to confront student misbehaviors. However, literature suggests that by incorporating classroom management issues into training programs, GTAs will be better armed to establish the instructional climate of the classroom and confront student misbehaviors. In this study, GTAs who had not received classroom management training (CMT) were given a survey containing closed and open-ended questions regarding typical student misbehaviors, possible classroom responses to those behaviors, and preferences for classroom management information during training. The results of this study identify student misbehaviors that occur in the basic course and draw implications for the integration of CMT into future GTA training and research
