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.

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

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

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

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

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

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

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

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