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Management of Classroom Discipline Concept of Classroom Discipline

Definition of Discipline: 1) A training which produces obedience (willingness to obey) or self-control. It is often in the form of rules and punishments. 2) A practice of training people to obey rules or a code of behavior using punishment to correct disobedience. 3) An ability to control and behave yourself. Classroom discipline refers to actions taken by teachers to eradicate, inhibit or minimize behavior problems and their responses to problems when they happen to occur in the classroom. Actions: Instruction, Communication, Classroom Management and Structure and Relationship with Parents

Good Classroom Discipline

Teaching and learning activities would be carried out smoothly and systematically without any disturbance.

Teacher will be able to implement the lesson plan according to the time allotted without any interference.

The predetermines objectives would be achieved accordingly.

Pupils would feel comfortably safe and happy to participate in any learning activities.

Number of accidents in calls or in laboratory would be avoided and reduced.

Good moral values could be instilled in a welldisciplined class.

Through operant conditioning. Components of Operant Conditioning Reinforcement (Any event that strengthens or increases the behavior it follows) Punishment (A presentation of an adverse event or outcome that causes a decrease in the behavior it follows) Positive Negative Positive Negative Favorable events or outcomes that are presented after the behavior. a response or behavior is strengthened by the addition of something. an association is made between a behavior and a consequence for that behavior. Punishment by removal. The removal of an unfavorable events or outcomes after the display of a behavior. Operant Conditioning Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. Behaviour modification uses a scheduled approach that rewards desired behaviour and „punishes‟ undesirable behaviour. your teacher did not allow you to got for your recess. You did not do your homework. such as praise or a direct reward. your teacher praised you. You did your homework. In these situations. In these situations. occurs when unfavorable events or outcomes are added after a behaviour occurs. . Punishment by addition. You did not do your homework. your teacher scolded you. a response is strengthened by the removal of something considered unpleasant.Behaviour Modification (Skinner) Definition and Concept A theory of operant conditioning which states that all behaviour is governed by reinforcing and punishing stimuli. occurs when favorable events or outcomes are removed after a behavior occurs. You did your homework to avoid getting punished by your teacher.

It is simple to use. 1. badges. 3. 6. etc) Strengths Weaknesses 1. 4. It ignores any underlying problems caused by influences at home. happy faces and special symbols) 3) Activity (preferable activities such as playing game. 2. decide on solutions ore develop their intellect. Behaviour becomes weaker if not followed by reinforcement and behaviour is also weakened by punishment. Students may not learn how to govern their own behaviour. weigh alternatives. Types of Reinforcement 1) Social (words. Students can feel successful when they obtain rewards. checks. 5. Behaviour is shaped by its consequences. The results might not last long. Constant reinforcement in the early stages produces the best result.Skinner’s Key Ideas 1. Systematic use of reinforcement can shape students‟ behaviour in desired directions. Students do not get an opportunity to clarify emotions. being excused from homework) 4) Tangible (real objects for rewards such as pencils. 7. Once they have reached the desired level. crayons. 5. The approach may seem too much like bribery to some teachers. maintain the reinforcement intermittently. choosing a song. gestures and facial expression) 2) Graphic (marks such as numerals. Standards of behaviour are uniform. Rewards undermine intrinsic motivation. free reading. 4. Students may not perform as desired when rewards are terminated. The results are immediate. It can be readily employed with all students regardless age. 3. It accommodates most teachers‟ desire to maintain control. 2. consistent and clear to all students. 5. sitting near the teacher. 6. 2. 3. Time does not have to be spent in class discussing rules and students‟ conduct. . in society or at school.

 Creates positive relationship and trust with students so that they will possess good behaviour. The right to choose how to behave. and not using hard-sarcastic words. 3. The right to establish optimal learning behaviour.  Classroom rules where teachers give instructions that is firm. self-destructive behaviour. clear. 2. The right to have teachers who help limit inappropriate. Teacher should insist on decent. Firm control on the students is not stifling and inhumane.  It stresses on teacher‟s and students‟ basic rights.  Influence student behavior without threats or shouting. responsible behaviour from their students. and treat every student with fair and justice. Students‟ Basic Rights 1. Teacher‟s failure = Failure to maintain an adequate classroom discipline. firm voice and eye contact. calm. 3.Assertive Discipline (Canter) Definition and Concept  Assertive discipline is a structured. 4.  Canter’s Key Ideas 1. The right to receive help from administrators and parents when it is needed. with a full understanding of the consequences that will follow automatically from their choices. Interaction between teacher and students is positive and respectable when actions had been taken for any misbehaviour of the students  Listen carefully for student‟s explanation. teacher-in-charge classroom environment. Teacher and students have their basic rights in the classroom.  Persistence in stating expectations with “I” statements. .  Use non-verbal gestures that support the verbal statement. 2. 2.  Practice the broken record technique rather than escalating into an argument. and simple. systematic approach designed to assist educators in running an organized. The right to request and except appropriate behaviour.  Use clear.  Discipline Plans  State and teach expectations early.  A direct and positive approach to make the role of teacher and students to be successful. speak properly. Canter’s Key Ideas Teacher‟s Basic Educational Rights 1.  Students are not the enemy. It is humane and liberating.

iv. Often shout and believe they must rule with an iron fist or else there will be a choas. Recognize and remove roadblocks 2. • Although Canter recommends using positive reinforcement while emphasizing negative consequences. Barely hanging on the class control. Not firm or insistent and end up resignedly accepting whatever the students decide to do. iii. ii.Types of Teachers Hostile i. Do not establish clear standards or else they fail to back up their standards with appropriate actions. ii. ii. iii. Assertive i. in actual practice. Implementing a system of positive assertions Assertive Discipline Steps Strengths • It is simple to use. Non-Assertive i. . Learning to follow through on limits 5. Use aversive technique such as sarcasm and threats. • The personal desires of the teacher can be enforced. Reinforce their words with actions. Weaknesses • Students angered by warnings and sanctions may go further in their rebellion than they ordinarily would. Make their expectations clearly known to students. • It advocates suspensions for extreme misbehavior when far too many children are out on suspension already. positive reinforcement may be excluded. Always passive. Learning to set limits 4. 1. Practice the use of assertive response styles 3. iv. Feel it is wrong to place storng demands on student behaviour. When students choose to comply with teacher guidance they receive positive benefits. . • It involves parents and administrators in the discipline process. When they choose to behave in unacceptable ways the teacher follows uo with consequences that reasonably punish misbehaviour. iii.

Logical Consequences (Dreikurs) Definition and Concept • An approach that is designed to take the power struggle and resentment out of dealing with misbehavior. They want status and recognition. 7. Main focus: To create a democratic classroom environment where students feel the sense of belonging. Goals of Misbehavior: 1) to seek attention 2) to gain power 3) to seek revenge 4) to show inadequacy . „Punishment‟ is not suitable as it may show the way the teacher to seek for revenge. • Consequences are outcomes (negative or positive) of a person's action. Dreikurs’ Key Ideas 1. 6. 8. Teachers should teach students that unpleasant consequences always follow inappropriate behaviour Assumption: All misbehavior is the result of a student's assumption how to find a place and gain status in the classroom. Democratic teachers provide firm guidance and leadership. to show their power and to embarrass the students. and displaying inadequacy. Teachers should encourage student's efforts while avoiding praise of either their work or character. 3. gaining power. They allow students to have a say in establishing rules and consequences. It teaches students to impose limits on themselves. 4. taking revenge. 5. Misbehaviour reflects the mistaken belief that it will lead to the recognition they want. All students want to "belong". • It is logical because it "fits" the offense (misbehavior). Discipline is not punishment. Most of their behaviour is directed by their desire to belong. Teachers should quickly identify the mistaken goals and act to avoid their reinforcement. • Logical consequences are situations engineered/created by the person in authority. Misbehaviour is associated with four mistaken goals: seeking attention. The goal in each case is to elicit certain responses from teachers. • The situations are logically connected to the wrong. 2.

Lead to problem behaviour because the atmosphere they allow is not based on everyday reality. • Create a conducive learning environment through open communication and respecting each other.Types of Teachers • Autocratic i. ii. Democratic i. Autocratic teachers force their will on students in order to control the class. They provide firm guidance and leadership by establishing rules. ii. Weaknesses • Quite difficult for teachers to identify and understand the motives of students‟ misbehavior in the beginning. • Quite difficult to identify suitable logical consequences to the misbehavior. . Communicate/talk about positive things • Logical Consequences Steps Give motivation and encouragement • Be optimistic Be proud with students‟ achievement • • • • • Co-operate with students Identify students‟ weaknesses Believe in students‟ strength/ability Change the way of teaching Use reinforcement in class Autocratic i. Discipline involves teaching students how to establish an inner control that permits them to choose behaviour compatible with their best interests. Democratic teachers are neither permissive nor autocratic. Students fail to learn that successful living in general society requires them to follow rules. ii. They do not learn that acceptable behaviour requires self-discipline. They motivate students with outside pressures rather than stimulate motivation from within. • Strengths • Foster autonomy in which students are responsible for their actions and their choices. iii. Students are confused because they believe that they are free from restraint and can do whatever they want. iii.

Teachers need to be attentive to all aspects of the classroom. 4. 2. What works with young children may not work with older children (different techniques need to be used). • Good classroom management depends on the effective lesson management. It does not develop personal responsibility in students. The techniques and strategies designed to prevent the occurrence of discipline problems in the first place. Group Focus: The ability to keep members of the class or group paying attention to the task Satiation: Being satisfied or having enough Weaknesses Principles of Teaching 1. smoothness and momentum of the lesson. transitions. 3. the continued use of teacherdetermined rules and procedures may be quite inappropriate. alerting and individual accountability. 3. Strength 1. If the goal of education is to develop independent thinkers. 2. • • Dreikurs’ Key Ideas The Ripple Effect: Teacher corrects misbehavior in one student and this positively influences the behavior of other nearby students. Effective teachers keep students attentive and actively involved. It is largely restricted to controlling behaviour in teacher's directed activities and does not tackle all discipline problems.Group Management (Kounin) Definition and Concept • An approach that focuses on preventive discipline. The system allows the class to function in a relatively smooth and predictable way. 1. 3. The major strength of this model is that it focuses in prevention of behaviour problem. Good classroom behaviour depends on the effectiveness of the lesson management. Activities should be enjoyable and challenging. 4. 2. It provides expectations and understandings around which there is generally shared meaning between teachers and student. especially on pacing. . Effective Transitions: Keeping lessons moving with avoiding abrupt changes. Teachers should be able to attend to two activities at the same time. Withitness: Awareness of what is going on in all parts of the classroom at all times. Overlapping: Being able to attend to two or more issues at the same time.

2) Discuss feelings and physiological responses as part of total behaviour. instead of concentrating at length on the past. 2. Fun. Two major components: i) the counseling environment ii) specific procedures that lead to changes in behaviour. Freedom. This technique helps to discover own aims and dreams. counseling and problem solving. 4) Avoid punishing. Teaching and Learning Process 1) Know your students and help them. Students’ Basic Needs Love and Belongings.Reality Therapy (Glasser) Definition and Concept 1. It helps people learn to be in effective control of their lives. . which focuses on the here-and-now and how we can plan for a better future. 3) Accept no excuses for irresponsible behaviour. 4. 5) Give praises to motivate them. criticizing or attempting to protect the person from the reasonable consequences of behaviour. need -fulfilling choices. 5. do reflection about what is happening and make a plan for their future. 3. A method of communication that enhances people‟s ability to make effective. 2) Teacher as a guide. Power Teachers’ Strategies 1) Listen to the students. 3) T-L process related with students‟ life. Be friendly. 4) Encourage students. A cognitive-behavioral approach to therapy.