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Discipline in Classroom Management

Discipline and Establishing Routine in Classroom Management
The Teaching Profession

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Discipline in Classroom Management

  1. 1. Jane H. Basto
  2. 2. Discipline is controlled behavior. It constitute the next important concern of teacher as part of good management. No matter how well-manage a learning environment is, students will occasionally misbehave. Teacher must be ready to deal with them with utmost care and consideration.
  3. 3. Causes and Preventive Measure That Could Help in Ensuring Good Discipline
  4. 4. 1. Causes of Disciplining Problems Some of the most common causes of classroom problems point prominently to unfavorable learning condition that impinge on the learners abilities, needs and interests. The teachers‟ lack with adequate knowledge and skills in handling occurrences of misbehavior likewise contribute to a trouble-prone setting.
  5. 5. a) Overcrowded with more than a regular number of a students to a class. This result in immobility or discomfort in moving around, especially when there is a need to operate instructional equipment and materials.
  6. 6. b) With poor lightning facilities and inadequate ventilation. Attention and interest will be difficult to sustain
  7. 7. c) With furniture's and storage cabinets disorderly positioned, makin g the collection and retrieval of tools less efficient.
  8. 8. d) With inappropriate seating arrangement such that destructions of student‟s concentration can easily occur
  9. 9. e) Near sources of noise which obstructs understandi ng of the lesson.
  10. 10. The students bring to the classroom a surprising record of individual attitudes, interest and abilities. Characteristic could be traced to their differences in: a. Family background b. Physical and mental capacities c. Emotional traits among others
  11. 11. Reminders Students bred in families with different socio-economics background may exhibits characteristics that are different from the rest. Disciplinary measures practiced in different homes may cause unfavorable consequences as they relate with one another. With varied abilities they may greatly deeper in expressing self control, patience and temper when challenge.
  12. 12. Reminders Some may have special interests that must be attended to. Others may have problem that would need immediate solution. Their relationships with one another can bring about their either positive or negative interactions as they study and work together, hence it would be best that they know each other well for a mannerful climate in the classroom.
  13. 13. The teachers‟ ability to meet discipline-challenging situations can spell the difference between a good or distressed classroom control. So much depend on their: a. Knowledge of and skill in employing a wide range of classroom strategies and procedures. b. Personal and emotional attributes
  14. 14. Depending on the subject matter and the students‟ abilities and interests the teaching strategies will essentially be varied from time to time. There is not one strategy that can work well for all kinds of lesson objectives. Some teachers present, discuss and conclude their daily lessons through a routine teacher-dominated question-andanswer methodology with the least intention of trying new and interesting students-centered learning procedures.
  15. 15. Since they are not looking forward to another way of learning which might be more exciting and challenging some impatient provocateurs„ find the chance to incite “own learning actions” which are often branded as misbehavior. The teachers way of dealing with the students maybe wanting in developing a congenial and harmonious relationship, one that is brought about by pleasing and gracious attitude.
  16. 16. Some possess distinctive temperaments that can either attract or distract students attention and could lead to truce or miscontrol of behavior. Teachers‟ personality and appearance are often obscured by personal problems coupled with so many tasks to attend to, Instead, some become so stiff, unattractive and unapproachable such that students feel repulsed with no one to turn to.
  17. 17. 2. Prevention Seasoned teachers have learned how to prevent discipline problems. They have expected from varied experiences that no matter how hard they try, somehow a case of misbehaving may occur. The good reminder they share to others is, “You must know how to anticipate trouble so that minor skirmishes may not erupt to fullfledged battles”.
  18. 18. Effective measure practiced in some schools: a) Depending on a students abilities and interests, teachers can implement grouped-oriented methodologies such as: a) Cooperative learning approach b) Team learning c) Peer tutoring d) Group project and collections
  19. 19. Such strategies promote strong cooperation and shared group responsibility in all classroom undertaking, thus eliminating sources of potential problems. Involving them in planning learning tasks ensure active involvement and participation rather than passive attention as in routine activities.
  20. 20. b) Teacher who is sensitive to possible misdirection of efforts and interactions are fast to switch from one technique to another as the need arises. There must be clear understanding and the objectives of the lesson and the strategies to be used. Any misstep in procedures will then be avoided. But if the continuous flow of the activity is hampered by uncontrolled action, then the ability of the teacher to shift to an alternate activity will be necessary.
  21. 21. c) Of prime importance are the teachers‟ personal attributes such as: a. Patience b. Compassion c. Concern and caring attitudes d. Respect and trust by others A calm and composed reactions in the midst of an untoward behavior can ensure an acceptable solution for all. A compassionate teacher understands and feels sympathetic towards students‟ struggles and sufferings. A deep concern for their welfare and growth are easily appreciated.
  22. 22. d) The teachers‟ personalities are their surest “arms” that can either win or fail amidst a controllable learning situation. A warm, respectable relations with students though sincere and straightforward communications can demonstrate trust and credibility. Unpretentious gestures and genuine modes of receiving students explanations bring about much-needed peace of mind. Facial expression can be show all kinds of emotionshappiness, satisfaction, anger, dislike.
  23. 23. Kinds words of praise, greetings, encouragement, and friendly conversations, about works accomplished. Recognize and appreciate their progress and improvement. A caring attitude can be modeled and student will feel confident, secure and upright in return. They are truly perceptive if you really care and want help them. Avoid showing unusual closeness of favoritism, and biased treatment for some, treat them all equally.
  24. 24. e) The teachers‟ learning style will determine how the students will respond, at time receptive, sometimes withdrawn. This point to the way they move around during the class activity, how they give orders in the form of requests and how the procedures are clearly explained.
  25. 25. Involving everyone on a planning to the implementing of the lesson results in well-coordinated investigations and discussions of finding, thus leaving no one in drawing correct conclusions.  The use of appropriate assessment tools and evaluation techniques will show a final achievement of learning objectives
  26. 26. 3. Common Way of Establishing Discipline/Classroom Control Discipline occupies the center stage in all learning activities. A classroom where good discipline prevails is most conducive to purposeful activities. On the other hand improper behavior distracts attention and disrupts procedures being undertaken. Because of the important role that students behavior play in achieving learning objectives every school sets its own policies regarding maintenance of appropriate discipline.
  27. 27. Some common practice in how to achieve and maintain good discipline: a) Discipline is the students responsibility. b) Discipline is a teacher way of establishing a desirable student-oriented environment for learning. c) Discipline is a coupled with effective teaching strategies and techniques. d) Discipline is achieve through the effects of group dynamics on behavior. e) Discipline in believed to be exclusive responsibilities of teachers.
  28. 28. Classroom discipline taken as a conglomeration of all kind of responses and manners that are exhibited by a great diversity of learners is never entirely free from misdeeds, lapses or minor offenses. The kind of discipline achieved will depend on the students‟ personalities, level of maturities and interests, at the same time on the pedagogical skills and managerial ability of a teachers.
  29. 29. 4. Some Tips to Make You a Good Disciplinarian Be prepared to face a class with multibehavioral tendencies. Each individual acts in a unique manner. Not one will react in the same way as the other. Know your students well – their names, family, composition and socioeconomic status. In cases of misbehavior, you will understand them and easily and an appropriate assistance will
  30. 30. 4. Some Tips to Make You a Good Disciplinarian Show your sincere concern for the welfare. Knowing that you care will develop among them self-control and self-discipline. As they grow they will be more responsible for their own behavior. Commendable behavior is reciprocal. Your winsome manners and positive attitude will be watched and willingly duplicated in return.
  31. 31. 4. Some Tips to Make You a Good Disciplinarian Be calm, poised and tactful in solving discipline problems. Refrain from unkind words and harsh punishments. At all times be firm and consistent in following classroom “do‟s” and “don'ts”. Students will likely test your patience and try how far they can go. Be enthusiastic and the students will match your enthusiasm instead of being drawn to trouble.
  32. 32. 4. Some Tips to Make You a Good Disciplinarian Let out your good sense of humor. Laugh with your students and sometimes at yourself. It will reduce tension from all. Speak with a good voice volume, not too loud to become noise nor too soft to be heard. Be humble in words and actions. It could produce a maximizing affects.
  33. 33. 5. Common Ways of Dealing with Discipline Problem Acceptable and effective: Use verbal reinforces that encourage good behavior and discourage bad tendencies. Use non verbal gestures, frown or a hard look to dissuade them from mischiefs. Dialogues could help in discovering problems and agreeing on mutuality beneficial solutions. Award merits for good behavior and demerits for inconsistencies and lapses.
  34. 34. Acceptable and effective: Focus attention on one who is unruly and is about to disturb the neighbors. Lead him/her to a secluded area and nicely convince him/her to be quiet. A private one-on-one brief conference could lead to a better understanding of mistakes that need to be remedied and improved. Allow the students the freedom to express agitated feelings and misgivings rather than censure them right away.
  35. 35. Unacceptable and ineffective: Scolding and harsh words as a reprimand will have a negative effect on the entire class. Nagging and faultfinding, together with long “sermons” are repugnant and nasty. Denying a student some privileges due to unnecessary hyperactivity could all the more encourage repetitions. Use of ridicule or sarcasm could humiliate and embarrass a for mentor.
  36. 36. Unacceptable and ineffective: Keeping a student in a “detention area” during or after classes as a penalty for misbehavior is a waste of time and occasion for learning. The shameful experience is not easy to forget. Assignment of additional homework, compared to the rest could make them dislike the subjects. Grades for academic achievement should not be affected due to misdemeanor.
  37. 37. Routine is a regular procedure or a normal practice that is to be followed. It is a schedule of activities that is mostly time-paced and is attuned to the lesson
  38. 38. Good Classroom Management 1.Advantages
  39. 39. The advantages of sticking to a routine are: a) It helps in accomplishing everything that is planned b) It serve as a guide in controlling behavior c) The students feel secure since they know every step in the procedure d) It builds a teacher’s confidence in following a well-planned procedure.
  40. 40. 2. Ways of establishing routine
  41. 41. Routine could be scheduled on a weekly or monthly instead of daily basis. The practice gives a leeway in spending a little more time for an activity that the students are so eagerly pursuing.
  42. 42. Plan a routine for an entire class rather than for an individual or a group. It is easy to accomplish the sequence of activity to lessen possible interruptions due to differences in a group pacing.
  43. 43. Plan a procedure for the whole unit with a corresponding time allotment for each topic. You may allow flexibility in the time to be . in-between. Stick to the block of time when the unit is expected to be completed.
  44. 44. You might find the class in a situation when the interest and concentration is at its peak. Though beyond the time limit, you may continue for the sake of additional learning and experiences being achieved. Cutting the procedure abruptly could cause disappointment and wastage of momentum.
  45. 45. Give clear and direct instructions to avoid guessing on what to do next. Dillydallying wastes time and effort. Practice some signals that would mean the class is about to start and they must be ready. Model time consciousness. Let them see that you are following the planned routine.
  46. 46. Examples in routine in connection with the lessons are: Going on a fieldtrip Inviting resource speaker Viewing a film Downloading information Performing simple investigations Setting up a learning center Forming groups for an activity
  47. 47. Other room routines: Keeping tables and chairs in order before leaving Returning borrowed tools and materials after use Cleaning chalkboard to be ready for the next topic
  48. 48. Other room routines: Transferring from one room to another on time Order in waiting for ones turn in borrowing books Cleaning stains or drops after the lesson

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