Didactics of ELT I

DEALING WITH DISCIPLINE: A BEHAVIOURAL

APPROACH
 AIMS

 To broaden awareness of the concept of discipline

 To examine the concept of a behavioural approach to
classroom management
 To determine what we consider to be negative
behaviours in the classroom and to develop
strategies on how to deal with them
 References

 Brewster, J. Ellis, G. and Girard, D. (1992). The Primary English

Teacher’s Guide. Harlow: Pearson Education Limited

 Harmer, J (2003). The Practice of English Language Teaching: Third

Edition. Harlow: Longman Ch 9. p126

 O’Reirdon, T. and Roffey, S. (2001) Young Children and Classroom

Behaviour (Resource Materials for Teachers), London, David
Fulton Publishers

 Hull Learning Services. (2005). Supporing Children with

Behaviour Difficulties. London: David Fulton Publishers

 Ur,P. (1991). A Course in Language Teaching. Cambridge: CUP

The importance of self-concept
(O’Reirdon, T. and Roffey, S. 2001)
Today’s talk is tomorrow’s thought.
 Defining discipline cont.d.

 What has ‘discipline’ got to do with? Write 5

things.

 ‘Classroom discipline is a state in which both

teacher and learners accept and consistently
observe a set of rules about behaviour in the
classroom whose function is to facilitate smooth and
efficient teaching and learning in a lesson.’
(Ur, P. 1991)
 Defining discipline

What are our assumptions about ‘disciplined’ classrooms?

Disciplined classrooms are ones where…

 Learning is taking place.

 It is quiet.
 The teacher is in control.
 Teacher and student are cooperating smoothly.
 Students are motivated.
 The lesson is proceeding according to plan.
 Teacher and students are aiming for the same objective.
 The teacher has natural charismatic ‘authority’. (Ur, 1996:260)
 A Behavioural Approach: Five principles

This can be summarised in 5 points:

1. That we as teachers are concerned with the observable – what
children do
2. We assume that behaviour is learned rather than inherited – there
is little we can do about biological state, but we can make it easier
for children to learn new sequences of behaviour by exercising
control over their environment
3. Learning involves a change in behaviour
4. Changes in behaviour depend mainly on its consequences –
children learn on the basis of tending to repeat behaviours which
are followed by consequences which they find rewarding or
desirable
5. Behaviour is influenced and judged within its context – we learn not
only WHAT but WHEN and WHERE
 Teacher action

 What teacher action is conducive to a disciplined

classroom?
 Classroom management
 Methodology
 Interpersonal relationships
 Lesson planning
 Student motivation
In groups, for the area given to you, consider strategies
to maintain a disciplined classroom.
 Teacher action

 When planning for lessons, be S.M.A.R.T

 Specific
 Measurable
 Achieveable
 Realistic
 Time limits
 Towards a disciplined classroom through
the behavioural approach: 5-point analysis
1. Identifying troublesome behaviour
2. Focusing on desirable behaviour
3. Eliminating (or at least, reducing) the negative
4. Accentuating the positive
5. Getting the classroom setting right
 1. Identifying troublesome behaviour

 What would you consider to be ‘troublesome

behaviour’?

 Why do children do these sorts of things?

 How do we react to classroom behaviour problems?
 Different kinds of misbehaviour:

 Disruptive talking
 Inaudible responses
 Sleeping in class
 Tardiness, poor attendance
 Cheating
 Unwillingness to speak the target language
?
 Possible sources of misbehaviour:

 The family
 Previous learning experiences
 Self – esteem: it is vital if effective learning is to take place
 Boredom: if students are not involved in the task, they are
likely to behave disruptively
 External factors: e.g. weather, temperature, time etc.
 Teacher’s behavior and attitude
 What type of troublemaker are they?

 Attention Seekers - do they show off to get the rest of

the class laughing?
Response: Ignore minor behaviours but set a limit on what
you call a minor infringement. Be FIRM and CONSISTENT;
when behaviour is good, give attention to that behaviour -
e.g. good, well done.

 Power seekers - do they want to put one over you all

the time?
Response: Don't argue or fight with the student; remain fair
and firm about the behaviour; catch them out doing
something good!
 Revenge seekers - act defiant, e.g. a student who won't
move to another section of the class when you think his or
her behaviour is not acceptable.
Response: Most of all, don't act hurt - students see that as a
weakness because they have had a reaction; convince the
student that he or she is liked - find the student doing
something good and smile at and commend that good
behaviour.
 Withdrawn or depressed - gives up easily and then sits
in silence.
Response: Ignore failures, but counsel regularly. When
counselling, always, but always give good news first - e.g. I like
what you did here, then counsel with the bad behaviour.
Lastly, finish with some good news - how the behaviour can be
addressed and then arrive at a solution.
 2. Focusing on desirable behaviour

 Is good behaviour just not being bad?

 How can we typify positive teacher responses?
 Why should we as teachers be concerned with
improved academic behaviour?
 Why should we as teachers be concerned with good
social behaviour?
 3. Reacting to behaviour

 How we react to behaviour forms part of the

consequences of that behaviour.
 The Behavioural Teacher’s ABC.
 A = the antecendent conditions, i.e. the context in
which a behaviour occurs or what is happening in that
environment prior to a behaviour occurring.
 B = the behaviour itself, i.e. what a child is actually
doing in real physical terms (not what you think s/he’s
doing as a result of inferences from his/her behaviour).
 C = the consequences of the behaviour, i.e. what
happens to the child after the behaviour.
4. Eliminating (or at least, reducing) the
negative
 Why do teachers use so many negatives?
 Give three reasons.
 Why should we use fewer negatives?
 List three problems or effects.
 5. Getting the classroom setting right

 Arranging the classroom

Make a list of what you consider to be the three

most important physical factors of arrangement,
layout and administration which affect what
happens in a classroom and which can be an
important source of problems.
 Getting the classroom setting right

Setting the work demands

 Be clear about what you want children to do.
 Demonstrate
 Give clear instructions
 Use gestures
Make sure each child knows what s/he has to do
and the proper sequence and how much s/he is
expected to do.
 Getting the classroom setting right

Setting the rules – ‘do’s and don’ts

Compose a list of three practical and useful
rules for your own classroom keeping the
following points in mind.
1. Make rules short and to the point so that they can
easily be remembered.
2. Phrase each rule in a positive manner e.g. ‘sit
quietly when working’ rather than ‘do not make a
noise’.
3. Make the rules explicit i.e. define the situation
 20 tactics for promoting good behaviour (see docs)
 Dealing with negative behaviour

 An isolated incident: show that you are aware of

it.
 Repeated bad behaviour: make eye contact but
do not disrupt the lesson if all the children are
listening to you
 Involve the child more by asking questions or for
comments
 Move nearer to the child – you presence will have a
controlling effect
 Persistent bad behaviour

 If not near the child, call his/her name firmly.

 If necessary, move over to the child and stop the
behaviour. Tell the child that it the bad behaviour
that you don’t like. Remind the child of good
classroom behaviour.
 If absolutely necessary, move the child to a different
part of the room or have a ‘time out’ chair.
Avoid: getting hot and bothered and losing your cool
 Making a public spectacle of the event and the child
 Sending the child out of the class
 Avoiding or ignoring the child
 Punishing by not involving the child in activities or
with alternative activities like reading or writing (This
could send out the wrong messages for these skills)
 Make sure you: Talk to the child at the end of class
and try to find out the reason for the misbehaviour.
 Give the child the opportunity to redeem him/herself
in future classes, then catch him/her being good.
 If it is the whole class that is being disruptive, it may
well have something to do with the activity you have
chosen for them to do. Whatever the case, they will
need to be calmed down.
Suggestions for calming down younger
learners
 Choose some relaxing classical music to play in the background.
 Get the children to do relaxation exercises - eyed closed focusing on
parts of the body tensing and relaxing
 Deep breathing exercises
 Stretching/growing exercises
 Melting exercises
 Reflective activities – thinking about themselves and their work
today
 Silent drawing – of what they hear
 Get the children to produce illustrated classroom rules for display or
flashcard use