Index IntroductionThe problem of lack of attention in the classroomResearch motivationResearch settingsWorks CitedIntroductionThis research is based on the disruptive behavior created by secondary class students during the teaching-learning process. As a primary school teacher, the researcher had also experienced some problematic student behaviors and attitudes during the teaching process. The importance of paying attention in class is evident, as students sometimes do not pay attention and even disturb other students who want to learn. The researcher used punishment as a technique to control students' destructive behavior and to ensure a positive learning environment. However, research has observed that scolding and punishing students results in an increase in disruptive behavior. It becomes a habit for the students and the teacher as a role model, if he shouts, screams or punishes the students, and in the future the students may imitate the same. For example, if the teacher yells at a student for talking during class, that student might yell the same way at his or her parents or siblings at home. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Teaching methodology is important when it comes to students paying attention in class or taking interest in learning, but students nowadays are used to not paying attention in class and being absent mentally. Therefore, to distract students from such activities, most teachers use punishment as a tool to control students' behavior (Haider, Iqbal, Iqbal, & Jabeen, 2015). Punishment has a negative impact on the student's academic performance. It may stop a particular behavior for some time. But using a positive way to control behavior such as reinforcement will help students learn and change their behavior (Elbla, 2012). An effective educational process depends on students' learning behavior, which is a challenge for today's teachers. Therefore, the researcher in this study used social skills as a technique to minimize the destructive behavior of secondary school students by learning different rules to respect others, learning to work collaboratively, and learning to participate in class discussion at to create a positive learning environment. Problem of Lack of Attention in Class Disruptive behaviors occur more frequently in educational institutions. It is simply disobedient behavior on the part of the student and disrupts the normal classroom routine. Even a single student disturbs the entire class to such an extent that neither the student causing the disturbance nor the other students sitting next to him are able to learn. Students with behavioral problems can challenge even the most competent classroom teacher. Wastes teaching time, interrupts the learning process of other students, threatens the safety of others, disobeys classroom rules, disrespects colleagues and teachers, leaves seats and speaks without permission, all these behaviors lead to the inability of the teacher to achieve timely educational goals (Ali , Ambreen, Aslam, Hussain, & Suleman, 2013). The environment plays a very important role in the personal growth of the individual. A healthy environment creates a perfect individual while a less healthy environment will produce a problematic society. In recent decades there have often been disciplinary and behavioral problems among studentsstudents (Hoffman, Hutchinson, & Reiss, 2009). Most teachers have difficulty managing disruptive behavior in the classroom. It is moderately difficult for them to use effective techniques to prevent the development of discipline problems in the classroom (Lewis, 2001). In order to create a positive learning environment and avoid traditional methods of controlling destructive behaviors in the classroom. This study focuses on positive ways to minimize students' disruptive behavior in the classroom by using cooperative social skills through different interventions. Research Rationale Much research has revealed that there are several methods for supporting discipline in the classroom. Researchers believe that teachers need to set clear expectations for student behavior and apply a variety of 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 students change their behavior (Elbla, 2012). This study also avoided punishing seventh grade students in order to create a supportive environment for students. Furthermore, Vitto (2003) argues that discipline can be achieved through student self-regulation, facilitated by the use of techniques such as negotiation, discussion and bargaining. 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 be saved from the red card which is a penalty card. not participating in class breaks and not participating in class discussions are used as sanctions for students and to avoid sanctions students follow the social skills rules of the class. This technique was used to give students the opportunity to self-regulate their behavior in the classroom and try to manage and change it. But does it always work? This question was raised as the researcher observed that few students benefited from negotiation and discussion and continued to ignore the established rules. Other research favors teamwork, whereby the student team takes responsibility for the 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 if students have no friends in their group, what is the chance of those students taking responsibility for each other? This can create possibilities for 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 assignment on time, they will work collaboratively with their team members. Therefore, to ensure that students used the rules in class, the researcher planned group activities 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 began their work and assigned the task to each member so that everyone in the group had the opportunity to work. It was also observed by the researcher that while working in group some members started speaking loudly and other members reminded them of the rules. To avoid punishment, an unhealthy classroom environment and ensure positive behavior from students. The present study, therefore, aimed to explore numerous social skill strategies in order to create a.