Will Newman

FL 561 Discipline and Management Plan

Beliefs about Classroom Discipline and Management
Both common sense and research have shown that students in all types of educational
environments respond better to praise than to criticism. Aggressive disciplinary policies and
methods can have a negative impact on students attitudes towards a class or education in
general, as well as on their performance in the class (Romi, Lewis, Roache & Riley, 2011).
Along with most teachers and researchers, I believe that it is better to point out and reward
good behavior in the classroom than to only focus on bad behavior. However, I do believe
that teachers need to set limits and rules for their classes and have an effective strategy for
enforcing those rules. It is of the utmost importance that these rules be enforced fairly and
without malice. Studies, and personal experience, have shown that students distinguish
between teachers who are reasonably strict in their limit-setting versus those who are mean,
punitive, and unreasonable (Romi, et. al., 2011, p. 231). As teachers, we should never be
mean, aggressive, or unfair in our management of the classroom or in exercising disciplinary
measures.
There are many approaches that teachers can take in managing their classroom.
Alderman and Green (2011) discuss the use of methods that may be coercive or manipulative
in nature, as well as those that rely on the students view of the teacher as an expert or as
likable. Teachers should exercise extreme caution when using coercive methods of classroom
management. Otherwise students may become frustrated and react negatively to the teachers
approach (Alderman & Green, 2011). While there are some minimally aggressive methods of
coercive classroom management, I prefer to avoid them as much as possible, although it is
sometimes necessary to exert ones position of authority in the classroom.

Alderman and Green (2011) describe the manipulative methods as being particularly
effective. These methods involve giving the students some input into the creation of
classroom rules. While these rules must ultimately be approved by the teacher, this method
allows the students feel some level of power or independence in the classroom. This can be
as simple as allowing students to choose their partners for an activity. I like to try to give the
students as much freedom as possible in choosing their seats and partners, but I have had
some problems with this in one class and had to assign seats. In general I think that it is
reasonable to give a class options so long as they do not abuse the freedom.
In general, I think that I am a fairly likable teacher. I try to make jokes as much as
possible. Even though my students do not always understand, I think that they appreciate the
fact that I am trying. One thing to be wary of is the use of sarcasm. While sarcasm can often
be humorous, when used to discipline a student it can have a very negative affect on a
students attitude toward a teacher and the class (Romi et. al., 2011).
One final point that I believe is important in classroom management is that teachers
must make an effort to get to know their students and to try to relate to them. Relating to
students and understanding their lives outside of the classroom can help students to develop a
more positive attitude toward the teacher and the course (Milner and Tenore, 2010). In many
ways, I think that this is fairly easy for me right now because I am the same age as many of
my students. I have a reasonable understanding of what they like and are familiar with.
However, college classrooms can be very diverse and I often have trouble finding common
ground with all of my students. Furthermore, I anticipate this becoming more difficult as I
get older because I will have to make a more active effort to stay current on my
understanding of what my students like and do outside of the classroom.

In general, I think that classroom management techniques have to vary and adapt to
different classroom environments. Teachers should be knowledgeable and willing to
incorporate many different methods and strategies in managing their classrooms.

Classroom Management Implementation Plan

Rules and Procedures
1. Students must treat teacher and other students with respect at all times
a. Students caught being disrespectful to their teacher or fellow students must
talk with the teacher after class about their behavior
b. If the offense is particularly disrespectful they may be asked to leave class for
the day
2. Students must stay on task
a. Students caught off task will be reminded to return to their work, without
calling the attention of the rest of the class.
b. Students continually caught off task will talk with the teacher after class about
their behavior
c. If discussion with the teacher does not correct their behavior, points will be
deducted from participation grade
3. Students must turn in all assignments on time, unless there are extenuating
circumstances
a. There may be many different categories of extenuating circumstances
b. If it does not become a recurring problem, students should receive the benefit
of the doubt
c. Points may be deducted from an assignment if late submission becomes a
recurring problem
4. Offenses that do not fall under one of these categories may be dealt with at the
teachers discretion.
5. Students may be rewarded with bonus points for acts such as particularly insightful
comments, good work on class assignments, and perfect attendance.

Bibliography
Alderman, G., & Green, S. (2011). Social powers and effective classroom management:
Enhancing teacher-student relationships. Intervention in School and Clinic, 47(1), 3944.

Milner, H., & Tenore, F. (2010). Classroom management in diverse classrooms. Urban
Education, 45(5), 560-603.
Romi, S., Lewis, R., Roache, J., & Riley, P. (2011). The impact of teachers' aggressive
management techniques on students' attitudes to schoolwork. The Journal of
Educational Research, 104, 231-240.