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Effective discipline in the classroom
Effective discipline in the classroom
Effective discipline in the classroom
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Recommended: Effective discipline in the classroom
In this week’s reading, Julia G. Thompson discusses how to prevent and manage discipline problems in the book “The First-Year Teacher’s Survival Guide” (FYT). Five useful tips Johnson shares with us regarding this topic are becoming a consistent teacher, when teachers should act, behaviors teachers should not accept, how to avoid a lawsuit, when teachers should act, and how to control anxiety with proactive strategies.
Personally, I find it hard even with younger siblings, to be consistent when “no means no”. For this reason, I can see myself struggling on being consistent with my students. As explained in the FYT, “consistency is one of the most important tools you have in preventing problems” since it provides students with boundaries for their expected behavior (Thompson, 434). Once being able to manage consistency in my classroom by practicing the guidelines suggested by Thompson (e.g. being prepared, reteaching rules, avoiding idle threats, etc.), a positive outcome is that students will have a set of expectations that they are less likely to break since they will be aware that there is no tolerance for misbehavior in the classroom. On the other hand, students may feel the need to challenge the ongoing consistency and rebel against rules to see how far they can get into getting what they want.
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However, after reading how simple it is to avoid encountering any confrontation with the law is, I found myself a little more at ease. By obeying the school policies and being openly about the mannerisms of your classroom, it is not difficult to avoid lawsuits. A positive outlook on this is that teachers won’t have to constantly fear the possibility of a lawsuit, Although the rules are self-explanatory and easy to follow, a negative side to this is that teachers may get too comfortable into thinking that lawsuits are non-existent and may unexpectedly find themselves with an incident involving the
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
Chapter 1 of The Power of Guidance talks about the theory that teachers must be patient. In Nancy Webber 's article “Guidance or Punishment” she addresses the behavior of a student, Ryan, and questions if having more patience will help his teacher in helping him learn. She goes on to explain why she is uncomfortable with correlating this term with teaching due to the context of it being used in unpleasant situations (2). Rather, she believes that she has little patience because of her passion to teach. In her opinion, a person whom dislikes teaching and working with children has more patience. Instead, she defines this behavior as a part of development and believes that teachers should accept that aspect of their jobs. It is this key understanding that separates a good teacher from a poor one. If a teacher wants to help their student, they need to be willing to help them to find ways to appropriately display their emotions, rather than tollerate their behaviors and use patience to control the situation.
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
Self control is important to teach to children because they learn the concept of courage, honesty, deal effectively with emotions, such as anger, and to be patience. Teachers need to demonstrate a positive attitude when they are dealing with different type of behavior. To have a successful and positive response from our children I as a future teacher have to give the attention that they need. For example: If Karen take away Susan‘s pencil and she comes to me to explain the situation, and I ignore...
It’s very important that students know that there are classroom rules. Some examples would be no cheating, turn homework in on time, and to ask for help when needed. In the classroom I think its important that student know when to have stuff finished, so if they have a assignment that needs to be done in an hour the teacher should let the students know the best ways to be able to get the assignment completed. Giving them step by step instructions can help, that way they also know what the teacher expects from them.
1. School wide expectations of acceptable behaviour The rules and expectations are common amongst all classrooms, so students know the expectations. In a school wide behaviour management approach, the boundaries are consistent in the school culture and all activities (Queensland Government: Department of Education, Training and Employment, 2014). Determining rules and teaching them to students and outlining the benefits of working within them is a crucial upfront investment of a teacher’s time and energy.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
Guidance and discipline are an essential parts of helping children develop appropriately, both directly and indirectly they influence children’s behavior. The teacher behavior continuum is a guidance system made up of three levels that is applied to children’s mistaken behaviors. The three levels of the continuum are the relationship listening face based on the humanistic theory, confronting contracting face based on adlerian theory, and the rules and consequences face based on the social learning theory. Each theory takes a different approach to direct pervasive behavior. Relationship listening face uses looking and naming as a way to state what we see and acknowledge the struggle going on. While the Confronting contracting face uses questions
Discipline is intended to cease misbehavior in the classroom. Effective classroom management procedures contribute to an environment that enhance learning and reduce discipline problems (Edwards, 2004). The goal of discipline is to help students learn to control their own behavior. Effective teachers apply various disciplinary techniques that help in curtailing misbehavior and promote self-discipline in students (Charles, 1996). Effective discipline is emotionally disconnected from student actions (Henley, Ramsey and Algozzine, 1999). According to Dreikurs, discipline is a process in which students learn to impose reasonable limits on themselves (Charles, 1996).
“Classroom management deals with how things are done. Discipline deals with how people behave.” (Marshall, 2011) The most important thing about classroom management is control. A teacher must have control to be successful. When a teacher losses control, students become bored, disinterested, and restless, which often causes behavior problems. Avoid misbehavior by setting classroom rules early in the year. These guidelines allow students to know the expectations the teacher has for them and the consequences of not following the rules. Never continue instruction when rules are broken, this cause total loss of control, which leads to behavior problems.
Teaching classroom rules and procedures will contribute to a safe and secure environment for students. Classroom rules should be the same for everyone, however, like I mentioned above there are exceptions to be made on an individual basis. All interactions within the classroom should be positive. There will be no teasing or harassing of any kind. Respect, trust, and understanding will be the foundation of classroom rules. It is important to keep an open mind and treat each student with fairness, with the hope that in return students will learn to treat each other as equals and with
The most important rule that I believe in is that my classroom should be a place of learning. The best way to create this type of environment is to make sure that I am consistent with all students and that I make the students feel comfortable and relaxed. I believe that students learn more in a consistent relaxed atmosphere, because all students need to know that what’s wrong for one is wrong for all and what is right for one is right for all. I want my students to be comforted in the feeling that they are all on equal footing when they step into my classroom.
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in