school discipline and classroom management ASIMA SHAHZADI COURSE CODE 6502 AIOU

1. Educational
management and
supervision
6502
Asima shahzadi
asimashahzadi7@gmail.com

3. After studying this unit students will be able;
 Define meanings of the school discipline classroom management and
student classification.
 Appreciate the needs and importance of positive school discipline
 Plan student classification at secondary level.
 Indicate the principles of the classroom management.
Objectives of the Unit

4.  The derivation of English word “Discipline” is supposed from the Latin
word “Discipulum” which means pupil.
 This is expected from the pupils that he should obey his teachers
respectfully and according to him, he should develop necessary and
required qualities in himself for successful life.
Meaning of School Discipline

5.  Discipline is the quality of being able to behave and work in a controlled way which involves
obeying particular rules or standards.
 According to modern educational thinking the meaning of discipline is taken in wide spread
form.
 The great educationist John Dewey says that, the meaning of discipline is to prepare children
for life in democratic society, to provide help to man in achieving knowledge, strength, habits,
interest and ideas which are envisaged for the up-gradation of self, his companies and whole
of the society.
Modern Concept of School Discipline

6.  Discipline is also develop the attitudes, habits, ideas, and code of conduct through the medium of the social
life of the school .
 Discipline is to help the individual to acquire knowledge, habits, interests and ideals which conduce to the
well being of himself, his fellows and society as a whole.
 Maintain an environment in which all students have the opportunity to learn.
 Modify student behavior when it is unacceptable.
 Ensure the safety of staff and students,
 Discipline enables children to live according to standards approved by the social group and thus to win
social approval.
 Discipline gives children a feeling of security by telling them what they may and may not do.
Purpose Of School Discipline

7. Some of the important causes of in discipline in the schools;
1. Lack of leadership In teacher
2. Current education system
3. Lack of a sustaining ideal in the student
4. Economic difficulties
5. Lack of Communication
6. Disruptive behavior of the teacher
Factors Effecting School Discipline

8. 1:Lack of Leadership in Teacher
1. Teachers have no respect as they had in the past.
2. Students do not show respect the teachers.
3. Teachers get involved in the cesspool of politics and self-interest.
4. Teachers loose their ideals and do not pay their intentions for the development of
the students
5. Teachers usually excite the students and use them as tools of private tuitions.
6. Miserable economic condition is also one of the main reason for lack of leadership
7. They are incapable of giving the guidance to the students

9. 1. Current education system is always being criticized
2. Students came to know that education given to them is not good
3. Students have no regard for education
4. Students just consider the education for the sake of their earning
5. In present, primary aim of educational system is to get good position in the
annual examination
6. Students use their unfair means for achieving their objectives
2:The Current Education System

10. 3: Lack of Sustaining Ideal in the Students
1. Society has pitiable condition now a days
2. Social changes are going to be changed
3. Moral values have shaken our society
4. Individual have no security of his life
5. Lack of healthy ideals among the students

11. 4: Economic Difficulties
1. Our economic condition has its deplorable degree
2. Increased population created many national problems
3. Less resources
5: Lack of Communication
1. Between staff
2. Between students
3. Between parents

12. 6: Disruptive behavior of the teacher
1. No interest toward the students
2. No new methodologies
3. No interest in the curriculum
4. No interest in the development of the students’ personalities

13. Suggestions To Solve Problems Caused By Indiscipline;
1. School discipline and guidance programe
2. Practice strategy
i. set clear and consistent rules
ii. make certain that environment is safe and worry free
iii. show interest in children’s activities
iv. provide with ample playing things
v. focus on desired behavior
vi. expect the best of children
vii. give clear directions, one at a time
viii. say yes” whenever is possible
ix. notice and pay attention to the children when they do things right
x. set a good example
xi. Help children see how their actions affect others

14. 3. Possible reasons children misbehave
i. feel ill bored or hungry or sleepy
ii. lack of prior experience and information
iii. copy the action of elders
iv. experience different set of expectation between home and school
4. Positive discipline techniques
i. if there is a problem release your stress away from children
ii. if you are being realistic re-evaluate your expectations
iii. if your students didn’t realized something is wrong help in understanding what
you expect and why and how student can do that, offer help.

15.  Classroom management consists of techniques and attitudes “through which a teacher controls their
classroom environment so that student learning prevails because student misbehavior is effectively
minimized and redirected.”
 Classroom management is action-oriented and also goal-oriented.
 To create a successful learning environment; indeed, having a positive impact on students achieving
 To create an environment that supports and facilitates academic and social-emotional learning
 To not only maintain order but to optimize student learning
 To encourage, and establish, student self-control by promoting positive student achievement and
behavior.
Meaning Of Classroom And Its Management

16. Principle # 1 Assess, Clarify And Communicate Needs And Expectations.
o Students need rights expectations
o Teacher needs right expectations
o Further expectations of the student
o Further expectation of the teacher
Principle # 2 Create A Warm And Nurturing Classroom Environment
ʘ Physical environment
ʘ Treatment of the students
ʘ Esprit de crops
Principles of classroom management

17. Principle # 3 Democratically Develop Aset Of Rules And Consequences.
 jointly develop class rules based on expectations and needs.
 discuss logical consequences
 display the rules and consequences prominently
Principle # 4 Develop A Daily Routine Yet Remain Flexible.
o every minute counts
o providing assistance
o managing assignment collection
o restructure or reschedule

18. Principle #5 Make Learning More Attractive And Fun For Students
 Genuine incentives
 Active student involvement
 focus on student needs
Principle # 6 Deal With Misbehavior , Quickly , Consistently And Respectfully
 Non verbal communication
 Reminders requests
 Redirecting behavior
 dealing with attention seeking students
 avoid power struggle
 address the behavior not character of the student
 invoking consequences
 prevent escalation

19. Principle # 7 When All Else Fails , Respectfully Remove The Student
From The Class
 insubordination rule
 conference
 behavioral plan

20. 1. Focusing
2. Direct instruction
3. Monitoring
4. Modeling
5. Non verbal cuing
6. Environmental control
7. Low profile intervention
8. Assertive discipline
9. Assertive messages
10. Humanistic messages
11. Positive discipline
Techniques for better classroom discipline

21. 1. History (Some plans for Students)
2. General Criteria for Student Classification
3. Common Pattern
Criteria For Student Classification

22. (a). History (Some Plans for Student Classification)
1. Background
2. Winnetka Plan
3. Unit Plan
4. Techniques of Instruction
5. Summer School
6. Grouping
7. Non-Grading Elementary School

23.  (b). General Criteria for Student Classification
 · In the past teacher dealt all students of different ages and subject equally, but with the
increase of population more teacher hired for then and children were divided into groups
Age was common selection factor
Age 1-12 handed over to one teacher and age 12- above handed over to the next teacher
As population grew then more classification be done
Major purpose for grouping is individualization
·Classification was due to the individual differences, academic and social characteristics
Age was used originally for the selection of the candidates because it is correlated with social
characteristics

24.  (c). Common Patterns
1. Ungraded Grouping
2. Inter- Classroom Subject Grouping
3. Inter- Classroom Ability Grouping
4. Split-half Grouping
5. Intra-Classroom Ability Grouping
6. Special Ability Grouping
7. Inter-Classroom Individualized Grouping

25. 1. Basis of Classification
2. Chronological Age
3. Retarded Children
4. General Intelligence
5. Attainment in School Subjects
6. Multiple and Composite Basis
Psychological Factors of Classification

26. 1. Basis of Classification
The simplest and the crudest basis of classification is the age of the children
 Education based on age where elementary education is compulsory and the
children join the schools at a certain prescribed age.
Generally children are to be chosen of same age
Age is generally considered an index of a pupils educational standing (rank)

27.  2. Chronological Age
 Age is to be considered unreliable basis of classification
 Difference of age may have difference in abilities
 Age factor was the simple criterion for classification in views of the teachers and
administrators
 Lock step was introduced for bringing equality
 Mental ability was according to the chronological age
 Distribution by age is different in different countries like in USA, chronological age varies
from 9 years to 17 years and average being 11-12 years.
 Attention is focused upon the retardation in schools

28. 1. 3. Retarded Children
2. Retarded factor is very large in educational progress
3. Spending much time in the class for its completion show their retardation specially in rural
areas
4. Stagnation occurs to much larger extent in rural areas than in urban
5. Due to inferiority, retarded pupils usually lose self respect and self confidence
6. Often neglected by the teachers in the class
7. They can not express their feelings by the way of compensation
8. Poor parents can not afford the expenses of their children at schools even if education is free
9. Older students may be sent to their age level students or promoted to the higher classes
10. Retardation is also due to the adjustment of the pupils with their environment

29.  4. General Intelligence
1. Priority is now on mental age in many countries for classification
2. In America, generally group tests are to be used which are considered easy to administer and to
score
3. Division of the classes into section usually based on the tests
4. Transfer of the pupil is also considered on the base of these tests
5. These tests for classification help in the progress of the students
6. Intelligence tests are mostly considered useful for primary schools
7. Individual tests are better than group tests for the children under ten or eleven years of age
8. Tests are to be conducted by the trained personnel in the field of psychology
9. Moral qualities, such as application, consciousness, and regularity are necessary for the proper
use of intelligence

30. 5. Attainment in School Subjects
1. Weakness in any one of the subject is the psychological factor
2. Future achievements based on the past results of the different subjects
3. Headmaster should take different tests regarding reading, writing and the simplest
process of arithmetic
4. Tests realize the pupils to develop their special abilities, together with general abilities
and up to the required standards

31.  6. Multiple and Composite Basis
1. Social maturity of the children
2. Physiological growth, their moral and emotional qualities to industry, perseverance,
ambition and interest
3. Multiple basis usually be checked against each other but final decision is based on teacher
4. Composite method employs a number of criteria such as psychological development, general
intelligence, achievement in the school subjects, social maturity, industry, application,
chronological age, etc.
5. Tests are applied in respect of all these traits and raw scores reduce to a composite score