This document discusses managing disciplinary problems in nursing education. It defines discipline as activities that help students attain goals. Good discipline develops moral character and helps students live successfully in society. The aims of discipline in teaching are to create conditions for learning objectives, develop favorable attitudes, and cultivate self-control and cooperation. Principles for managing problems include using positive approaches, consistency, and deferred action over immediate punishment. Preventive measures involve effective classroom management through preparation, engagement, clear instruction, and cooperative attitudes.

1. Managing disciplinary
problems

2. Discipline
• The term discipline refers to the orderly
activities by a person in their progress
towards the attainment of some goal
which either they themselves desire or
which someone desires for them

4. Importance
• With good discipline, aims of education
can be realised
• Develops good moral character
• Enable a person to live happily and
successfully in a democratic society

5. Aims of discipline In teaching
learning situation in nursing
education
–To create and maintain conditions in the
teaching learning situation (classroom
or clinical setting) that helps in
attainment of desired objectives
–To create a favourable attitude
among students which is essential
for effective working towards
desired objectives

6. –To develop the qualities of self control
and cooperation which are the essential
traits for professional functioning
–To create favourable attitude towards
authority where authority is necessary
for the welfare of individual and society

7. Principles/ general guidelines
• Help students to develop self
discipline. Use discipline to
strengthen the students self control,
self direction and sense of
responsibility. Do not use discipline
for self revenge
• Disciplinary talks should be made
in private/ confidentially

8. Principles/ general guidelines
for managing disciplinary
problems
–Give students good standards of
conduct, instead of rules
–Use a positive approach, not a
negative approach. Offer a challenge.
Most students respond whole heartedly
to a challenge, if it is within the scope
of their abilities

9. Principles/ general guidelines
• Definitely relate act of misconduct to the
act of correction, otherwise it is not
educative
• Do not punish the whole group for the
mistake done by one or two individuals
• Do not let disciplinary measures
interfere with other educative activities

10. Principles/ general guidelines
• Make correction consistent. To favour and
excuse some students and correct others;
to tighten discipline one day and relax on
the next, all tend to lessen the students
respect for the teacher
• Use deferred action in preference to
immediate action, as far as possible

11. Principles/ general guidelines
• Be certain of guilt before administering
correction. Undeserved correction
produces unfavourable attitude and
embitters the student against the teacher

12. Preventive measures – effective
classroom management
• Begin classes promptly. Ther should be
no delay in class due to lack of
preparation on the part of teacher
• Plan classroom activities so that all the
students are busy all the time. Idleness
invites trouble.
• The teaching plans of interesting and
vague topics should be blended properly

13. Effective classroom management
• Assume a position in the classroom so
that all students can see and hear
• Speak clearly, convincingly and sufficiently
loudly. Do not speak in a commanding or
monotonous voice
• Watch for lack of interest, discontent
and misbehaviour and try to stimulate
interest

14. Effective classroom management
• Assume a cooperative “we” attitude. The
class should be a teacher directed and not
teacher dominated. Give students an
opportunity and responsibility to plan class
activities
• Students themselves should be
taught to speak loudly enough so that
they can be heard, instead of
parroting the students questions and
answers

15. Effective classroom management
–State the question first and then
address an individual student
–The teacher should always be fully
prepared. Lack of knowledge on subject
matter on the part of the teacher may
lead to loss of respect and ultimately to
disciplinary problems

16. Effective classroom management
• Use right method of teaching. Make
the subject matter understandable and
interesting
• Do not openly anticipate disorder in
advance by prescribing rules,
punishment and threats for
misconduct that has not yet occurred.
To threaten is to invite opposition