I strongly believe that if you approach every classroom behaviour as data that leads you to design what needs to be taught, all members of that classroom will be happier for it. https://ateacherislikeacandle.wordpress.com/2020/08/06/lighting-the-way-for-students-with-an-asd/
For example, if the students interrupt you, talk over you and snatch, you could label them as rude, get frustrated, and be done with it. OR you could take it as an opportunity to teach them manners, to show them the necessity and benefits of there being only one voice, and have a discussion about turn taking and respect.
When your class is chatty, appear to never listen and you’re constantly repeating yourself, you again have a choice. Get annoyed, complain to anyone who will listen and miraculously expect them to pull up their socks. Or worse, scream at them until they’re shocked into terrified silence. (Which, by the way, is temporary.)
OR you could create lessons that actually build up their ability to actively listen.
For some children, tuning out the noises around them may well indeed be an effective coping mechanism for their sanity. These kids will need to retrained and to learn how listening is important (and hopefully enjoyable!) at school.
Your class may be trying to tell you that they value discussions with their peers, and you may need to build some more of these opportunities into your timetable. After all, kids shouldn’t be expected to be quiet all the time!
By tweaking your perspective and seeing everything as a learning opportunity for both you and your class, they’ll be picking up learning habits that will be useful for life, and you’ll go home each day having consumed far less of your candlewax than if you had just stuck to the status quo. Sounds like a win-win to me.