Maintaining Classroom Discipline

Promoting Good Methods of Classroom Discipline

Helping students to govern their own behavior in ways that help them learn is a longstanding goal of all
teachers. There are a number of ways that a teacher can promote good discipline in the classroom.

Know school guidelines for discipline procedures.

Be fair, positive and consistent. Be the kind of person young people can like and trust—firm, fair, friendly,
courteous, enthusiastic and confident. Keep your sense of humor.

Provide a list of standards and consequences to parents and students. Make sure they are consistent
with district and building policy. When in doubt, ask a colleague or your principal.

Keep your classroom orderly. Maintain a cheerful and attractive classroom rather than a disorderly one
which might encourage disruptive behavior.

Get to know your students. Learn their names quickly and use them in and out of class. You will soon
develop almost a sixth sense for anticipating trouble before it begins, but don’t act as though you expect
trouble or you will almost certainly encounter some.

Let the students know you care. Determine jointly with the class what is acceptable in terms of behavior
and achievement and what is not. Show interest in what students say, whether or not it pertains directly
to the lesson.

Treat students with the same respect you expect from them; keep confidences.

Learn the meaning of terms, especially slang, used by students.

Begin class on time and in a professional manner.

Make learning fun. Make education interesting and relevant to the students’ lives. Poor planning and a
full curriculum can provoke disruptions.

Praise good work, good responses and good behavior.

Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.

Avoid arguing with students. Discussions about class work are invaluable, but arguments can become
emotional encounters.

Be mobile, moving around the room as students work or respond to instruction.

Keep your voice at a normal level. If “disaster” strikes and you trip over the wastebasket, don’t be afraid
to laugh.
Grade assignments and return them as soon as possible.

Give reasonable assignments. Don’t use schoolwork as punishment. Give clear directions.

Keep rules simple. Establish as few classroom rules as possible, and keep them simple.

Handling Classroom Conflicts

Here are a few practical suggestions for dealing with an angry student in the classroom who is defying
your authority and is out of control:

Do not raise your voice.

Try to remain calm and rational.

Do not touch an agitated or angry student.

Try to keep the student seated. In many instances, this is impossible. You can only suggest the student
remain seated so that he might explain to you what is wrong.

Be reassuring to the student as well as the rest of the class. Explain the importance of protecting every
student’s right to learn. Talk about options for resolving the conflict.

Send another student for help. The student should be told to go to the nearest office to summon
assistance from the administration.

After the incident is over, immediately document everything that happened. This documentation should
include time, name(s) of student(s) involved, a brief description of the events that occurred, and any
information that pertains to the student(s) or the incident. This report should be submitted to the
administration. You also should keep a copy in case of a future conference with parents or school
administrators regarding the incident.

What if I “blow” the first week?

If you “blow” the first week, don’t worry. Just re-evaluate your rules and policies, tell the class you’re
making some changes, and be consistent from then on.

Expect the unexpected.

Schedules will be changed without warning and unanticipated events will occur. Be flexible in responding
to the unexpected; ask your colleagues for suggestions on how to deal with situations like the following.

What will you do if:

it rains at recess time?

your class arrives too early at the cafeteria?

a student tells you her pet died?

a student tells you she is pregnant?

a child wets his pants?

a student is verbally abusive?

a parent is angry and unreasonable?

a student refuses to do what you ask?

you have no textbooks?

a student falls asleep?

a student cuts her head falling out of her desk?

you are called to the office in the middle of class?

non-English speaking students are assigned to your class?

a student has a seizure or goes into a coma?

Be fair to your students

Here are some ways to help you win the respect of your students:

Be consisent in application of discipline and just in your requirements and assignments.

Don’t refuse to let a student tell you his or her side of the situation. Be willing to consider mitigating
circumstances.

Don’t talk about the misdeeds of students except to those who have a right to know. Don’t openly
compare one student to another.

Apologize if you’ve treated a student unjustly.

Make sure punishments are appropriate for the misbehavior, and explain to the student why he or she is
being punished.

Discipline – The LEAST Approach.

There are several good methods of classroom discipline. One of the best is the LEAST Approach,
developed by NEA, which helps you determine the appropriate level of involvement. If discipline
problems can be handled at Step 1, there is no need to progress to Step 2, etc.

Briefly, the LEAST Approach includes these steps:

Leave it alone. If the event is a brief and minor disturbance that is unlikely to occur again, leave it be.

End the action indirectly. When learning is disrupted or someone may get hurt, let the student(s)
involved know you are aware of the inappropriate activity with a facial expression, a body gesture, or a
quiet action such as walking toward the student(s) or calling the student(s)’ name(s).

Attend more fully. Secure more information from the student on who, what, when, where and why. Be
objective rather than emotional.

Spell out directions. When a situation threatens to get out of hand, making learning impossible or risking
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When you are in charge of a classroom of children, it can be challenging to meet every student's needs
and maintain a level of control. Many teachers have developed alternative ways to discipline and
manage students, including establishing classroom rules early in the school year and maintaining these
rules throughout the school year.[1] Another popular discipline technique, positive discipline, uses
positive reinforcement to encourage students to behave, rather than negative reinforcement like
corporal punishment or humiliation.[2] Finally, many teachers advocate the use of problem solving and
class involvement in a classroom dispute so the students can feel their opinions are heard and they can
learn the value of self awareness and self reliance to solve issues or problems.

Method 1 of 3:

Establishing and Maintaining Classroom Rules

1:Decide on basic classroom rules. Choose at least four to five simple rules for the classroom and write
them down. You will use these rules to manage the classroom and establish boundaries among your
learners.

Your rules may include: all students must come to class on time and ready to learn, all students must be
prepared to listen and ask questions by raising their hand, and all students must be aware of the
consequences of missing class or turning in assignments late.

You may also have a rule about playing fair with others in the classroom and listening respectfully to
others when they speak. Make sure you have at least one to two rules that directly address discipline
and behavior towards others in the classroom.
2: Share these rules and expectations with the class on the first day of school. Start the school year on
the right foot by printing out the rules and handing them out to all learners. You can also post them on
the blackboard or put them on the class' online message board so they are readily available throughout
the school year. Explain to your learners that you expect them to all follow these four to five rules and to
enforce these rules among themselves.

3: Discuss the negative consequences and positive consequences of the rules. You should be clear about
the negative consequences of disruptive behavior in class. If a learner talks over another learner when
he/she is speaking, for example, this could be considered disruptive and the consequence could be a
reprimand from you. As well, if one student refuses to share an item with another student, this could be
considered a violation of the rules and could lead to points deducted from his/her participation grade.
Explain possible situations that may be considered disruptive or against the rules of the classroom.[4]

You should also discuss the positive consequences of following the classroom rules, such as verbal
praise, or entering a class raffle for a prize. You may also use the star system, where a student who
follows the rules receives a gold star beside his/her name or a check mark. Group rewards can be
effective, where you put a marble in a jar every time the group interacts well and follows the rules, and
when the marbles reach a certain height in the jar, the entire class is allowed to go on a special field trip
or event.

Once you explain the rules and expectations of the classroom, you should have the class verbally agree
to the rules or raise their hands to show they understand the rules. This will act as a commitment to the
class rules by everyone in the room.

4:Give a copy of the rules to parents during the first week of school. Doing this will ensure parents are
aware of your classroom rules and understand how you will discipline your students. Parents may need
to be involved in classroom issues if they get out of control, so it will be useful to share the classroom
rules in the first week of class.

You can also ask parents to go over the rules with their children at home so the rules are clear. This will
also signal to children that their parents approve of the classroom rules.
5:Review the rules on a regular basis. Children respond to fair, consistent behavior, and will often lead by
example. Make sure you review the rules and expectations for the classroom at least once a week so
your students can remember them.

It is also important that you ask your students if they have any questions or concerns about the rules.
Some students may feel a certain rule needs to be more specific or to be adjusted. Be open to a
discussion about the classroom rules and allow your students to voice their opinions. Though you may
decide not to shift or adjust any rules, this will show students that you respect their opinion and indicate
they are thinking critically about the rules.

6: Put the rules into action. In the event of an issue or problem in the classroom, draw on the established
rules and expectations for the students. Do not be afraid to be strict about the rules, as this is the only
way they will be enforced in the classroom. Be prepared to give out appropriate punishments, but avoid
yelling or getting angry at students. Instead, use punishments that encourage self awareness and
discussion, rather than humiliation or embarrassment.[6]

You should also try to maintain positive consequences throughout the school year when a student or the
class follow the rules. This will remind the class that the rules are made to reward, as well as to
discipline.

Method 2 of 3:

Applying Positive Discipline in the Classroom

1:Understand the difference between punishment and positive discipline. Positive discipline is a type of
discipline that uses positive alternatives and non-violent methods to respect and reward children when
they behave well and to correct any negative behavior. Unlike punishment, positive discipline does not
advocate the use of shame, ridicule, aggression or violence to correct student behavior. This type of
discipline argues that students respond better to positive approaches, like choice, negotiation,
discussion, and a system of rewards.

As a teacher, you will also have more control over your classroom using positive discipline, as you will be
advocating the students to make choices and decisions for themselves, rather than try to force them to
act correctly. This type of discipline can also lead to long term peace in the classroom, as students will
learn how to self correct and how to come up with solutions or issues among themselves.

2: Note the seven principles of positive discipline. Positive discipline is based on seven key principles,
which can act as classroom rules for you in your role as the teacher or leader. The seven principles are:
[8]
To respect the child's dignity.

To develop pro-social behavior and encourage self-discipline.

To maximize the child's participation in class discussion.

To respect the child's developmental needs and quality of life.

To respect the child's motivation and life views.

To assure fairness and justice through equality and non-discrimination.

To promote solidarity among students in the classroom.

3: Follow the four steps of positive discipline. Positive discipline is based on a four-step process that
recognized appropriate behavior in the classroom and rewards the behavior. You can apply these steps to
an individual student or to the classroom as a whole.[9]

First, describe the appropriate behavior you are expecting from the individual or the class. For example,
if you are trying to get the class to settle down, you may say: “Class, please quiet down now.”

Then, provide reasons why this behavior is appropriate. For example: “We are going to start our English
lesson and it is important that you all listen closely to me.”

Ask for acknowledgement from the class about the appropriate behavior. For example:“Do you all see
why quieting down is so important?”

Reinforce the correct behavior with eye contact, a nod or a smile. You can also reinforce the class' good
behavior with five extra minutes of play time or another marble in the reward jar. If you are reinforcing
individual behavior, you may give extra credit points to the student or put a star by his/her name.

Always provide a reward for good behavior immediately and clearly. You want to make the students feel
they are on the winning team and to praise individual students for being a good team member.

4: Apply positive discipline in your classroom. When using positive disciple, follow the 4:1 ratio. This
means you should try to catch a student or the class doing something correctly four time for every one
time you find them doing something inappropriate. Be consistent with this ratio, as this will show your
students you are more interested in rewards and acknowledging appropriate actions rather than
punishment.

Keep in mind positive discipline can fail is the student or the class is not rewarded quickly enough and
clearly enough. Make sure you always follow through with a reward for appropriate behavior.
Always emphasize the task, rather than the behavior. Focus on positive tasks like quieting down and
being considerate of others, rather than behaviors like no talking or no shouting. For example, you may
use an acknowledgment comment like, “It's important that we quiet down so we can be considerate of
what others have to say,” rather than an acknowledgement comment like, “It's important that you stop
talking and focus.”

Method 3 of 3:

Using Problem Solving and Class Involvement

1: Create an agenda book and a solutions book. Get two blank notebooks and label one the agenda book
and one the solutions book. The agenda book will be for any issues or problems in the classroom and the
solutions book will be for any solutions or answers to the issues or problems. You will collaborate with
the class to address any issues noted in the agenda and work together to write down possible solutions
in the solutions book.

This form of discipline, known as democratic discipline, will help to reinforce critical thinking in the
classroom and get your students actively involved in finding solutions to issues or problems. As the
teacher, you will facilitate these discussions and make suggestions, but you will also rely on the students
to provide ideas and feedback.

2: Explain the purpose of the agenda to the class on the first day of school. On the first day of school,
present the two books to the class. Start by explaining that the classroom is going to be a space where all
students are respected and their opinions are heard. You can also reinforce that you will be depending
on the class to come up with solutions to issues or problems that arise during the school year. You will
help to guide these discussions, but you also want the students to feel they can discuss and create
solutions on their own.

You can then show the class an issue or problem from last year that you wrote down in the agenda book.
For example, you may discuss issues that came up during the line up for lunch. In the line up, some
students got annoyed or hurt when other students cut them off or pushed them as they tried to get in
line.

3: Have the class help you come up with solutions to an example issue. Ask the class for suggestions on
how to line up in a respectful way. As students start to provide possible solutions, write them on the
board. Write down every student's solution, even solutions that seem silly or improbable.
For example, you may have solutions like calling the students in alphabetical order to line up, allowing
boys to line up first, having students run as fast as they can to the front of the line, or calling each table
in random order to line up.

4: Analyze the possible solutions. You will then tell the class that because this is your problem, you will
analyze the pros and cons of each solution and choose one to try out for a week. Explain to the class
that: “whoever has the problem gets to choose the solution.” Analyze each solution out loud so the class
can listen to your reasoning.

For example, you might begin with: “If I choose the boys before the girls, then the girls will be left out
and we don't want that. But if I call the names in alphabetical order, the A's will always be first. Running
fast to the line up could lead to injuries or more students getting hurt. So, I think I'll choose the calling
each table in random order option.”

Use the solution for the following week when the students line up for lunch and ask the class before they
line up, “Who remembers our solution for lining up for lunch?” or “Raise your hand if you remember
how we decided to line up.” This will reinforce the decision and show the students that you are willing to
put the chosen solution into practice.

5: Use the agenda book and the solutions book throughout the school year. Now that you have
established how to use the agenda book and the solution book to the students, encourage them to use
the books to record any issues and to discuss possible solutions with the class. Check the agenda book
every day and address any issues in the book.

Ask the student who wrote down the issue to ask the class for possible solutions for the issue. Once the
student has three to four possible solutions, guide him/her as he/she decides which solution to try for a
week. Acknowledge the solution by asking the class to tell you the agreed upon solution throughout the
week and refer to the student who choose the solution by name.

At the end of the week, check in with the student and ask him/her to tell the class how well or not so
well the solution worked. If he/she discovers the solution works well, you may ask him/her to decide if
that is the solution he/she is going to use from now on. If the solution did not work so well, work with
him/her to come up with a better solution or to adjust the solution to make it better.

This will allow students to create their own solutions and to work through issues using critical thinking
and self awareness. It will also allow you to discipline students in an open and productive way, and to get
students to see each issue as having several potential solutions.