Critical Analysis Of A Discipline Problem In The Classroom

Analysis of the Chapter: Educators and school administrators have many different definitions to describe what a discipline problem, in the classroom, may look like. They vary greatly, however one thing they do have in common is that they are not specific and therefore could lead to misunderstanding. Because of this, teachers may not have a good grasp on what exactly a discipline problem may look like, and as a result they will not be able to determine whether a behavior is a discipline problem or not. This, unfortunately, will lead to a decrease in student success due to the fact that disruptive behaviors will not be dealt with properly or that teachers are disciplining students when it is not a disciplinary problem. Needless to say this will

However, the authors gave an excellent, detailed description of what a discipline problem is and what it looks like. The definition is multi-layered and includes not only the students as the ones exhibiting negative behaviors, but also the teachers.
Consider Methodology: Teachers must have an exact and specific definition of what a discipline problem looks like so they can better handle situations with minimal disruption to the classroom. Case 2.1 on page 30 discusses a teacher who turned a minor student problem into a huge ordeal. Unfortunately, the problem could have been resolved by itself and did not need to be addressed. Because the teacher did not have the proper tools or definition of what a disciplinary problem looks like, all the students were disrupted and the learning processed stopped. However, Case 2.2 on page 31 was quite the opposite. It discussed how a student was not motivated to learn, complete

I believe, after only reading two chapters, this book is one that all educators need to read. There are so many great examples and ideas that could really help any educator. Unfortunately, I have witnessed far too many times the effects of educators being the disciplinary problem. I remember spending the whole class periods not learning anything because the teachers were trying to handle a minor problem that had escalated because of them. I even remember some teachers becoming furious and cursing at students for something so miniscule. In my experience, teachers who employ these types of strategies and characteristics are not respected by their students and therefore the students continue to act out and become unengaged. On the other hand, I have witnessed amazing teachers handle disciplinary issues with poise and dignity. I have seen, as the book suggested, teachers standing behind the students or tapping them lightly on their shoulder when they were engaging in off-task behaviors, which I have seen typically