Class Management : the art of carefully preparing, presenting, disciplining and controlling activities.
Discipline : is about teaching people appropriate behaviour and helping then become stronger or more in control of his or her emotions and being independent and responsible.
Discipline problems are listed as the major concern for most new teachers. What can teachers expect and how can they effectively handle discipline problems? Classroom management combined with an effective discipline plan is the key.
Trainee teachers sometimes ask what do you do if...? questions, and are then disappointed when teachers or tutors reply “It depends on the circumstances”. Teaching would be a much easier occupation if all events within certain categories were identical. But, they are not.
Don’t take the property of classmates without permission.
Show good manners.
Clothing / Appearance:
Clothing to be neat and clean.
Wear uniform properly
All clothing to be labelled.
Hairstyles, jewellery, studs and rings only as approved.
Approaches to Classroom Management The next seven approaches are presented to establish and maintaining good discipline. All establish clear rules and expectations, all include recommendations for preventive measures, and all are positive and practical. They differ in the degree of control exercised by the teacher and the emphasis on task.
The Assertive Approach to classroom management expects teacher to specify rules of behaviour and consequences for disobeying them and to communicate these rules and consequences clearly. Students ho disobey rules receive “one warning and then are subjected to a series of increasingly more serious sanctions”. The idea is for the teacher to respond to a student’s misbehaviour quickly and appropriately.
The business academic approach, developed by Evertson and Emmer, emphasizes the organization and management of students as they engage in academic work. Task orientation – that is, focusing on the business and orderly accomplishment of academic work – leads to a clear set of procedures for students and teachers to follow. Evertson and Emmer divide organizing and managing student work into three mayor categories:
Clear communication of assignment and work requirements . The teacher must establish and explain clearly to students work assignments, features of the work, standards to be met, and procedures.
Monitoring students work. Monitoring student work helps the teacher to detect students who are having difficulty and to encourage students to keep working.
Monitoring group work
Monitoring individual work
Monitoring completion of work
Maintaining records of students work
Feedback to Students. Frequent, immediate, and specific feedback is important for enhancing academic monitoring and managerial procedures. Work in progress, homework, completed assignments, tests, and other work should be checked promptly.
Attention to problems
Attention to Good Work
The general approach and methods used by Evertson and Emmer are appropriate for both elementary and secondary teachers. The business academic involves a high degree of “time on task” and “academic engaged time” for students. The idea is that when students are working on their tasks, there is little opportunity for discipline problems to arise. The teacher organizes students’ work, keeps them on task, monitors their work, gives feedback, and holds them accountable by providing rewards and penalties .
Behavioural modification is rooted in the classic work of James Watson and the more recent work of B.F. Skinner. Behaviourists assume that behaviour is shaped by environment and pay little attention to causes of problems.
Teachers using this behaviour modification approach spend little time on the personal history of students or on searching for the reasons for a particular problem. They strive to increase the occurrence of appropriate behaviour through a system of reward and reduce the likelihood of inappropriate behaviour through punishments.
The basic principles of the behavioural modification approach are as follow:
Behaviour is shaped by its consequences , not by its causes of problems in the history of the individual or by group conditions.
Behaviour is strengthened by immediate reinforcements. Positive reinforces are praise or rewards. Negative reinforcements take away or stop something that the student doesn’t like.
Behaviour is strengthened by systematic reinforcement (positive or negative). Behaviour is weakened if not followed by reinforcement.
There are several types of reinforcers, each of which may be positive or aversive. Examples of positive reinforcers are: (a) social reinforcers , such as verbal comments (“Right”, “Correct”, “That’s good”), facial expressions, and gestures, (b) graphic reinforcers , such as written words of encouragement, gold stars, and checks, (c) tangible reinforcements , such as cookies and badges for young students and certificates and notes to parents for older students, and (d) activity reinforcers , such as being a monitor near the teacher for young students and working with a friend or on a special project for older students.
Rules are established and enforced. Students who follow rules are praised and rewarded in various ways. Students who break rules are either ignored, reminded about appropriate behaviour, or punished immediately.
The group managerial approach to discipline is based on Jacob Kounin’s research. He emphasizes the importance of responding immediately to group student behaviour that might be inappropriate or undesirable in order to prevent problems rather than having to deal with problems after they emerge. He describes what he calls the “ripple effect”. If a student misbehaves, but the teacher stops the misbehaviour immediately, it remains an isolated incident and does not develop into a problem. If the misbehaviour is not noticed, is ignored, or is allowed to continue for too long, it often spreads throughout the group and becomes more serious and chronic.
Kounin believes that students engagement in lesson and activities is the key to successful classroom management. Students are expected to work and behave. Te successful teacher monitors student work in a systematic fashion, clearly defines acceptable and unacceptable behaviour, and exhibits with-it-nees and overlapping abilities. The successful teacher has a another, so that student attention is turned easily from one activity to another. Similarly, lessons are well paced.
It is based on manipulating or “changing” the surface behavior of students as individuals and groups. Boredom is one of the major causes of disciplinary problems, and it leads to withdrawal, frustration and irritability, or aggressive rejection of the entire group on the part of students.
The main representative of this approach is Fritz Redl.
Redl holds that disciplinary problems have three causes:
Individual case history: the problem is related to the psychological disturbance of one child.
Group conditions: the problem reflects unfavorable conditions in the group.
Mixture of individual and group causes: The problem centers around an individual, but is triggered by something in the group.
To maintain good discipline, the teacher must understand the group – its needs and interest – and be able to manipulate the surface behavior of the group. Group elements to be considered include the following:
Dissatisfaction with classroom work.
Poor interpersonal relations.
Disturbances in group climate
Poor group organization
Sudden changes and group emotions.
Perhaps one of the most difficult managerial tasks for the teacher is dealing with a hostile or aggressive group. When group members act together to defy and resist the teacher’s efforts, the teacher may react by trying to match force with force. In some cases the teacher’s behavior is the source of the problem – being inconsistent in enforcing rules, yelling or making idle threats, displaying frequent outbursts of emotion, giving assignments that lack challenge, variety, or interest .
It is based on the assumption that when students are given such acceptance by the teacher and peers, behavior and achievement improve. This approach is rooted in humanistic psychology and maintains that every person has a prime need for acceptance. It is also based on the democratic model of teaching in which the teacher provides leadership by establishing rules and consequences, but at the same time allows students to participate in decisions and to make choices.
The main representative of this approach is Rudolph Dreikurs. He maintains that acceptance by peers and teachers is the prerequisite foe appropriate behavior and achievement in school. People try all kinds of behavior to get status and recognition. If they are not successful in receiving recognition through socially acceptable methods, they will turn to mistaken goals that result in antisocial behavior.
Dreikurs identifies 4 mistaken goals:
Attention getting: they want other students or the teacher to pay attention to them.
Power seeking: their defiance is expresses in arguing, contradicting, teasing, temper tantrums, and low – level hostile behavior.
Revenge seeking: their mistaken goal is to hurt others to make up for being hurt or feeling rejected and loved.
Withdrawal: if students feel helpless and rejected, the goal of their behavior may become withdrawal from the social situation, rather that confrontation.
It is based on the teacher’s helping students make proper choices by experiencing success. This approach is rooted in humanistic psychology and the democratic model of teaching. The most representative of this approach is William Glasser. He insists that although teachers should not excuse bad behavior on the part of the student, they need to change whatever negatives classroom conditions exist and improve conditions so they lead to student success. Teachers use this approach in elementary and junior high schools more than in high schools.
Glasser’s view about discipline is simple but powerful. Behavior is a matter of choice. Good behavior results from good choices; bad behavior results from bad choices. A teacher’s job is to help students make good choices.
Glasser makes the following suggestions to teachers:
Stress students’ responsibility for their own behavior continually
Accept no excuses
Utilize value judgments
Suggest suitable alternatives
Enforce reasonable consequences
Glasser makes the point that teachers must be supportive and meet with students who are beginning to exhibit difficulties, and they must get students involved in making rules making commitments to the rules, and enforcing them.