MANAGEMENT OF SCHOOL DISCIPLINE

ESEM5524

FORUM ASSIGNMENT

PREPARED FOR
MADAM RABIHA MAYA ADIERA BINTI AB RAHIM

TEAM MEMBERS
No Name Student ID
1 MOHAMMAD RIDZUAN RAZALI MC220517089
2 ISAAC WONG CHERN ERN MC220516870
3 DANG YEEK HUEY MC220918286
Effective Classroom Management

Classroom management is defined as "the actions teachers take to create an environment

that supports and facilitates both academic and social-emotional learning" by Evertson and

Weinstein (2006). Although it is established that teacher's ability to master effective classroom

management strategies and that new teachers should be provided with a ‘took-kit’ of classroom

management strategies, it is still unclear as to what strategies are to be included in this ‘tool-kit’

that is relevant to today’s teaching and learning environment (Korpershoek et al, 2014). Many of

these classroom management strategies are developed based on decades old research data,

and increased technology application in the classroom has changed the environment of the

classroom.

Generally, classroom management strategies are divided into four broad categories of (1)

teacher’s behaviour focused interventions, (2) teacher-student relationship focused interventions,

(3) students’ behaviour focused interventions, and (4) student’s social-emotional development-

focused interventions by (Korpershoek et al, 2014). Within these categories, there are strategies

that are put in place to prevent behaviour problems (preventive), and others that respond to

negative behaviours (reactive). Preventive strategies focus on improving teacher-student

relationships, while disciplinary actions like giving warnings or punishments are considered

reactive strategies. Although it is agreed that preventive strategies are more effective than

reactive strategies, reactive strategies are still needed to reduce unwanted, disruptive behaviours

in school.

Jones & Jones (2012) states that effective teaching and learning cannot take place in

poorly managed classrooms. As the famous saying “prevention is better than cure” we believe

that it is crucial that in our modern classroom environment, teachers should be armed with

sufficient knowledge and skills to be able to implement suitable classroom management strategies

wherever suitable, supported by school wide policies that prevent the development of negative
student behaviour in school. Hence it is our opinion that preventive effective classroom strategies

should be defined clearly in schools.

Written Evidence

In most schools, clearly documented disciplinary procedures (reactive) are readily made

available. It usually lists a plethora of ‘don’ts’ and its consequences should student display the

negative behaviour. In one of our schools, there is written documentation on preventive classroom

management. In this written document, it focuses on the teaching of productive behaviour which

is known as ‘Learner Profile’. This learner profile focuses on the holistic development of the child,

and it contains 10 attributes that represents the qualities that the school aims to help our students

to become responsible members of the school. The 10 attributes are compassionate,

communicator, creative, leader, independent, principled, responsible, resilient, collaborative and

thinker. Thus, based on the written evidence available, this school is focusing on the teaching of

productive social behavior among its community members, especially students. This learner

profile becomes the ‘DNA’ of the school because ‘student of the week’ criteria is evaluated based

on these 10 attributes.

As we are all aware, there are many approaches to overcome the learner indiscipline

issues because it is a worldwide problem especially in school (Steyn et al, 2003). Thus, to make

sure the school environment is safe and healthy, the roots of the students’ misconduct must be

tackled comprehensively. Thus, positive discipline or teaching productive social behaviour must

be imparted in school. In one study, positive discipline methods can improve students’ academic

performance (Ching and Jaffri, 2015). Correspondingly, a study by Ahmad and Salim (2011)

reveals that psychological intervention approach can contribute to reducing the disciplinary

problems frequency among secondary school students. Meanwhile, corporal punishment or

negative discipline approach for disruptive behavior among students must be avoided because it

has negative impact to students physically and mentally (Balasingam, Nor and Shah, 2019).
Similarly, Bear (2011) asserts that punish-based disciplinary practice is only effective in the short-

term but not long-term. Thus, a long-term self-discipline outcome cannot be achieved. Thus, it is

considered improper to be used, especially with teenagers.

Strategies To Help Students in Terms of Social / Emotional Development

Student’s social and emotional development plays an important role in their development

and learning. Research indicates that children who are mentally healthy tend to be happier, show

greater motivation to learn, have a more positive attitude toward school, more eagerly participate

in class activities and demonstrate higher academic performance than less mentally healthy peers

(Hyson 2004: Kostelnik et al.2015). Children who exhibit social and emotional difficulties tend to

have trouble following directions and participating in learning activities. Compared with healthier

peers, they may be more likely to suffer rejection by classmates, have low self-esteem, do poorly

in school and be suspended (Hyson 2004; Kostelnik et al.2015).

Therefore, multiple strategies are introduced to help students in their social and emotional

development. Two of the most important practices are:

1. Building Trusting Relationships

2. Conducting Intentional Teaching

A trusting and caring teacher-child relationship is essential for children’s optimum

development (Raikes & Edwards 2009). Children who have trusting relationships with their

teachers are on average more willing to ask questions, solve problems, try new tasks, and express

their thinking than their peers without such relationships (O’Connor & McCartney 2007). Children

benefit socially, emotionally and academically when teachers intentionally create close, trusting

relationships (Palermo et al. 2007). Consistence offering of warmth, affection, respect and caring

is essential in this context of strategy.

 Helping children develop social and emotional skills is the heart and soul of any good

program for young children (Gordon & Browne 2014). Teachers (and all caregivers) play key roles

in helping children develop social and emotional competence (Kostelnik et al.2015). There are

several ways for teachers to conduct an intentional teaching; for instance, the teachers can

support student’s social and emotional development by using student’s books, planning activities,

coaching on the spot, giving effective praise, modelling appropriate behaviours and providing

cues.

Behaviour Problems That Need Further Attention

There are a few behaviour problems that still needs further attention and solutions on

them. Reports of problematic behaviours are on the rise nationally, not only in the classroom but

in society at large (Kowalski, 2003).

Some of this immature, irritating, or thoughtless behaviours include:

• Lateness or leaving early

• Inappropriate mobile phone and laptop usage in classrooms

• Side conversations Disregard for deadlines

• Grade grubbing

• Snipping remarks

• Cheating

It is believed that students can engage in these problematic behaviours due to some

health problems, personal or family problems, adjustments or development issues, cultural or

generation issues. Therefore, once the teachers have identified the behaviour problems and their

root causes, appropriate attention based on the specific behaviour problems need to be address

out accordingly to solve and prevent further damage on the behaviour problems.
 There would be no sweetness in life if all of earthlings are in the same personality or

behaviour. Behaviour plays a very important role in our daily life. In conclusion, behaviour

problems are normal to be detected among students from as early as toddlers to further age.

Appropriate strategies should be applied at the early stage on the detection of the behaviour

problems in order to gain back a students’ good personality or behaviour.

(1155 words excluding references)

References

Ahmad, A., & Salim, S. (2011). The effect of psychological intervention in reducing disciplinary
cases among malaysian secondary school students. Procedia-Social and Behavioral
Sciences, 30, 2592-2596.

Balasingam, U., Nor, A. M., & Shah, S. S. A. (2019). Corporal punishment in Malaysian public
schools: Legal and educational perspectives. IIUMLJ, 27, 525.

Bear, G. (2011). Fostering positive school climate: developing supportive relationship and self-
discipline. NASP. MD.
Ching, L. M., & Jaffri, H. (2015). Developing Discipline among Students through Social-Emotional
Learning: A New Model to Prevent and Reduce Behavior Problems. Journal of Education
and Vocational Research, 6(2), 80-90.

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry.

Handbook of classroom management: Research, practice, and contemporary issues, 3(1),
16.

Gordon, A.M., & K.W. Browne. (2014). Beginnings and Beyond: Foundations in Early Childhood
Education, 9th ed. Belmont, CA: Cengage.
Hyson, M. (2004). The Emotional Development of Young Children: Building an Emotion-Centered
Curriculum, 2nd ed. New York: Teachers College Press.
Jones, V.F. & Jones, L. S. (2012). Comprehensive classroom management, creating communities
of support and solving problems (10th ed). Upper Saddle River, NJ: Pearson.
Kostelnik, M.J., A.K. Soderman, A.P. Whiren, M.L. Rupiper, & K.M. Gregory. (2015). Guiding
Children's Social Development and Learning: Theory and Skills, 8th ed. Stamford, CT:
Cengage.
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2014). Effective classroom
management strategies and classroom management programs for educational practice.
Groningen: GION onderwijs/onderzoek.
Kowalski, R. M. (2003). Complaining, teasing and other annoying behaviours. New Haven, CT:
Yale University Press.
O’Connor, E., & K. McCartney. (2007). “Examining Teacher-Child Relationships and Achievement
as Part of an Ecological Model of Development.” American Educational Research Journal
44(2): 340-69.
Palermo, F., L.D. Hanish, C.L. Martin, R.A. Fabes, & M. Reiser. (2007). "Preschoolers’ Academic
Readiness: What Role Does the Teacher-Child Relationship Play?” Early Childhood
Research Quarterly 22 (4): 407-22.
Raikes, H.H., & C.P. Edwards. (2009). Extending the Dance in Infant and Toddler Caregiving:
Enhancing Attachment and Relationships. Baltimore, MD: Brookes.
Steyn, S. C., Wolhuter, C. C., Oosthuizen, I. J., & Van der Walt, J. L. (2003). 'n Internasionale
perspektief op leerderdissipline in skole. South African journal of education, 23(3), 225-
232.