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Well, I didn't know where to post this message.
Eventually, I will probably post it on this board and the
EFL's. I'm a new teacher in the Italian public middle
schools. The 8th graders are truly turning me into a
nasty person.

We had a good system going for a while, where I clearly
explained the rules and they understood, and seemed to
follow them for 8 months (twice weekly). Now, because
it's May or ?? they are becoming unmanageable. Reading
these posts, it could be that my lessons were more "fun"
before and the material was more creatively prepared. It
could be that these recent days of exam review are too
much "work" for them..(to southern Italians, "work" might
mean as little as writing your name and the date on your
paper). Unfortunately, these kids won't pass the exams
unless we review and practice. The first two years of
Middle School provided them with nearly no basic English
language skills.
In any case, the "why" isn't really important to me
anymore. I've tried talking with them, and they do
communicate their frustration, but the only way to
really "fix" things seems to be a total reform of the
Italian pubic school. I am "fixing" what I can to help
them. Anyway, I've lost sympathy. I'm almost at "I don't
care."
They don't do their homework. They've started talking out,
yelling, and plain ignoring me (the lesson lasts for TWO
hours). Today, one told me to F--- Off (whispered, but
heard) when I told him his grade went down due to
classroom behavior (one of the pre-established rules:
unfortunately, here it's necessary). They throw pencil
bags and wads of paper. They whistle and hum. Humming is
tricky because their mouths are closed, so you can't
pinpoint the offender. Eye contact slowly around the room
stops this, but soon they're on to something else. My
conclusion is this: it's ridiculous. if they don't want to
learn, I can't teach them. If the school doesn't care to
impose rules and consequences, I can't manage, or "lead"
them. (there is no "school discipline") Today, the
principal wasn't there, and when she is, she isn't even in
the same building. The kids have no fear of consequences,
because there is no detention and no grade failure. The
classrooms are tiny and packed wall to wall with
long "table" desks, so rearranging seating is nearly
impossible. Other teachers' discipline is truly
frightening. They outscream the students, and call them
every name in the book, not just stupid. Their faces have
scream lines, not laugh lines.

I'm in Italy because I'm engaged to an Italian, so I'm not
really "trained" in EFL, and my comfort level with the
Italian language isn't high. Therefore, I struggle with my
ability to teach English and "manage the classroom" in
Italian effectively. Unfortunately, there is little work
in southern Italy, so there are few alternatives. All I
know is that right now, it's a nightmare.

Any suggestions?

Hi Emi,

Wow, sounds like you're having a hard time!

First of all, don't give up. Most trainers come up against this problem of discipline sooner or later, it's all part of learning the art of teaching. Remember that your students are better off if you continue to do your best, whether they realize that or not!

Secondly, try researching this topic on this discussion forum. Over the years, this problem has come up from time to time and our fellow contributors have given excellent and thought provoking advice. Just click on 'Search' at the top of the page, and type a keyword (e.g. discipline) in the Search Query box.

And by the way, I have a similar problem with my students here in France. I agree with your assessment, it's May! The sun is shining, the holidays are approaching, the birds are singing, their football teams are at the top of division 1... and you want to revise the Present Perfect!!!

First, read some of the stuff I have written about how I discipline my Japanese students. It might help.

I have a similar situation in that my school has no penalties unless there is an EXTREME problem multiple times. Grades are altered by the administration if they don't meet a certain quota.

I have learned to let the grade altering go, but I still get in my points taken off for whatever attitude they show, and for not giving homework or assignments. You CANNOT reform the school system, so you either learn to live with it and go home in peace, or you go crazy, or you quit and join the Foreign Legion.

Sounds like students may have gradually, not all of a sudden, took advantage of you, and it snowballed. In Japan, we foreign teachers either walk with a big stick and wield it in class by shouting and such, or we do the next best thing...go to the homeroom teachers and coaches. THOSE are the people who lay down the law. Is this possible for you?

You have another option...meet with the homeroom teachers, or principal, or whomever, and phone the kids' parents. Demand a face to face meeting to discuss the problem.

If that fails, I'm sure the Foreign Legion has openings. Just don't let an uncontrollable situation (the school system) control YOU.

It is May and Spring and the time for love and the French and Italians are particularly sensitive to that for sure. I always save the lessons that I love for May and June - at least the most interesting to me. May and June are teacher burn out months. I don't know whether you will believe it, but you may be keen to start again in August or September. Human beings so easily forget these days with all their frustrations and difficulty.
This is the time for revising by putting what you have learned during the year to the reality test - taking the kids outside and pointing out all the things that we have learned in class in real life. It is for making bubbles and making and flying kites, playing soccer and having a bulletin board newspaper with school and local activities documented in picture and story. In case someone thinks that a picnic or kite flying don't involve English, I make sure the kids are commenting constantly on what they and others are doing. A baseball game has a colour commentator or two, we sit in the sun and write in our journals about the trip to the picnic site and of course, the students talk in English to each other on the way there and back.

You have given up. I think that is great! It is time to step back and let the kids tell you what they would like to learn and how. Teaching is not about being the boss or having the power or directing the activities or even about being in the front of the class. Next year, though, try this at the beginning of the year and establish class rules that they enforce themselves at the beginning. I have them set up up the rules they want to follow and post them - they choose things like no cellphones, no put downs, no homework on weekends. Don't worry about rules like putting up your hand, asking to go to bathroom (they just say, Excuse me and I will be back) sitting in the same desk all the time and sitting with your feet on the floor - having rules like this really don't teach them English. It just gives you a problem to enforce and puts you in the police worker's role, not a teacher's role. They enforce the rules, their rules, more strongly that I ever would. I usually add Be Nice and Work Hard and haven't been overruled yet. Check at the end of every activity at first if they have done well with the rules, then at the end of the period and so on. Don't point out the failures (although they will) but point out the students who did well. Send a note home with the kids who did well. Phone the parents of the kids who did well. Don't take points off for bad behaviour, add them for good.
CATCH THEM BEING GOOD!
Smile at those ones. There are really only are a few that are leading the rest the wrong way. Most of those students really want to learn. Kids really want to learn. They really do. I can't believe that if you brought Eminem or Avril Lavigne into the classroom, they wouldn't want to talk to them.

Buy some red and blue candies and show them the movie, "The Matrix" and ask them to choose whether they want to remain in their little cocoons (blue pills) or come into the global village (red pills). Actually though, this is serious because when you are teaching English you are teaching another culture and no one wants to give up their culture. When I tried this with my students for the class before the last, they chose a big handful of blue but some red as well. Tell them over and over that you respect their Italian. When things break down, speak Italian, no matter how badly you do it. Tell them what you are doing to learn Italian. If worse comes to worse get them to give you an Italian lesson. They will have to explain to you in English.

Take that handsome fiance and a picnic and go in the evening to where the troublemakers live. Sit in the park or in the neighbourhood and observe these kids and what they do. Then you will have something to talk about that is positive with them the next day - wow, you have a great basketball shot, you are good at skateboarding. You also have the psychological advantage of knowing where they live even though you don't use it.

Plan the last few days with them - a day to write about what they have learned over the year in school - in their own language or English - to be posted on the school bulletin board for others to read along with a photo of the class and any photos you have taken during the year.

What are you going to do at the final class party? You could try what we call the Arctic Winter (Spring, Summer, Fall) games. You take a topic that you have to revise and they have to write as many words or sentences as they can in 5 minutes. They do it with partners. In the younger grades we did vocabulary - Music Groups or Singers, Car Names, Movie Titles, Transportation (UFO counts), Sports. They write down as many as they can in 5 minutes and count them up to give you a score to write on the board. You can help the slower ones or put them groups of three. The teams can give themselves a name. Add up the total score and tell them how many words they know in English! Compete against other class or us. We had over 50 in each category and a high of 66 in Music Groups. I don't count spelling at all. I collect the papers though and check on the kinds of mistakes being made for my own interest.

These are human beings albeit little ones and they are individuals albeit in a group and kids are such a nice way to start people. Their brains are not fully formed, are not fully developed until 16. They will not understand some things at certain ages, they will not really be able to fully care about others until 16, but you can be part of shaping a caring, responsible, fun loving adult. What better job could you have? Mother/Father but that sounds like it is to come.

To Glenski:

Unfortunately, there are no homeroom teachers in the school. Teachers move from room to room every hour or two, so there is no "base" for teachers. There are those teachers who shout louder than the others, but I certainly wouldn't say they "lay down the law". I have tried shouting as well, and it just wears me out, though I must admit at times it is effective. I just feel more out of control when I'm shouting, and it annoys me that I have to resort to this. Maybe it is one of those "if you can't beat 'em join 'em" but I think it's sad.

The thing about them gradually taking advantage of me, is that it wasn't that gradual. May began, and the students just exploded. For the six months prior, my mode of classroom management worked! Well, it is an experience in trial and error, I think, and being aware that I must adapt my discipline style to their "moods" to be effective 100% of the time. If I teach next year, there are a lot of things I will insist on when I meet with the principle before my first day of class. If they are denied, I will walk.

Thanks for your advice. I am still looking through your posts.

Dear Emi,

For this year, it's bound to be too late to affect any change. It's a matter of making it to the beginning of the holidays, and of gaining distance to what's going on, and of recuperating emotionally.

For next year, try to *learn* from your experience.

Adapting your teaching style to their moods is a good idea, as I've accumulated more material, I've gotten used to carrying a whole array of back-up plans with me: If discussion wasn't going to work, then it was grammar exercises or business correspondence, and if they are unruly, then I give them a choice as to do one or the other.

I make sure that I've covered all important points of the curriculum by the end of May, June is usually a time when I give them a chance to improve their marks by doing presentations of their choice. There's usually considerable peer-pressure to behave while another individual is speaking.

Yes, and the other thing I do, kind of as the carrot dangling in front of their eyes when they're good, is that I promise to show them English language videos.

Well, and the most important issue, as far as I'm concerned, is to keep a sense of humor about the whole thing.

It's not personal, you see, it's not that they dislike you in particular, it's simply that the pent-up tension and aggression of a whole year is seeking an outlet. When you giving them a chance to vent these things, you're doing them a favor, psychologically speaking, and after the holidays, they'll have forgotten the unpleasantness and they'll return, ready to co-operate.

I've heard a colleague of mine who's been teaching for forty years in a permissive system admit that he's got the same problem every year, year after year, even though he's a tough guy who seems to run a tight ship from what I can tell. And that was unbelievably reassuring.

With lots of empathy, Eva

A Teacher who is grossly inadequate in classroom management skills is probably not going to accomplish much”--- Brophy & Evertson.

I will first explain my beliefs of the purpose of discipline followed by the role of a teacher in a classroom. I have then presented my own discipline plan which is an important part of classroom management stating clearly the practices I would implement in my classroom and the goals I would include. I have concluded with a critique of my own discipline plan in which I evaluate if my discipline plan facilitates management for self regulation rather than management for obedience.
Beliefs and Assumptions:
The Budget Macquarie Dictionary explains discipline as follows: training to act in accordance to rules, a branch of instruction or learning, to bring to a state of order obedience by training and control. The primary purpose of school according to me is learning. School-wide discipline concerns the entire school community. Staff and student involvement in the discipline planning process is necessary to cultivate a change of attitude within the school community. There are several different discipline plans available to teachers (Porter, L.2000) like the limit-setting approach, applied behavior analysis, humanistic approach. Obviously, each has its own ideas as to what the best methods are when trying to control classroom behavior. Discipline is something we teachers do FOR children, not TO them.
Classroom discipline is important according to me. Good classroom discipline is about guiding children to change their behavior. Students need to know their responsibilities and behaviors when in a class for the smooth functioning and regulation of the class and to develop an orderly learning environment. The students require a discipline plan which will guide them not only in class but also in their day to day lives. They need channalizing and direction. Teaching is a complex enterprise (Snowman, J & Biehler, R. 2003). If the class is not properly managed then teaching can get chaotic with students suffering from boredom, confusion, restlessness and perhaps even disruptiveness. There must be a fair amount of autonomy, physical movement and social interaction between students and the teacher (Snowman, J. & Biehler, R 2003). The term ‘management’ carries with it a great deal of baggage, being associated with a reward and punishment system of behavior modification. Even the term ‘discipline’ which might seem preferable has connotations of punishment. (Porter, L.2000).
According to me the Purpose of Discipline is:
• To monitor student behaviors which is inappropriate or disruptive before it worsens.
• To increase performance levels of the students by making students accountable for their own work and behavior.
• To assist students deal with their own problems without having to assert authority. Thereby the teacher acts as the facilitator.
• To set a good example to students. Students are receptive to all and everything. As teachers we must practice what we preach keep an orderly room if we want students to do the same, speak politely so that students learn to do the same too, hear others rather than passing an immediate judgment so that students learn those listening skills too.
• To help the students relate better with others, self directed and responsible.

The various theories like the Neo-Adlerian theory, Democratic theory, Cognitive-behaviorism theory state different reasons for the disruptive behaviors of students. Some of the important ones being lack of parental guidance, family background and peer pressure, low self esteem and confidence, weak interpersonal skills, non-assertive teachers (Porter,L. 2000). “They learn by overcoming the fears of inferiority better.They learn when the curriculum is relevant and the teachers are personally involved in their wellbeing. If the teaching is of high quality with a passionate teacher the students tend to be more open more accepting facilitating discussion where students develop on their social and communication skills” (Burke, K.2000).Children are capable of self discipline but they do require clear limits at time. They do need a set guideline to base their own behavior upon (Porter, L.2000).
Edwards (1997 cited in Porter, L.2000 on page10) summarizes three different views about how children learn and develop. The first is that children grow as a result of external stimulation over which they have very little control (Edwards 1997).The second view is that children develop from an inner unfolding, driven by biological maturity and curiosity (Edwards 1997).The third view is the leadership approach which holds that children develop from an interaction between inner and outer influences (Edwards 1997).It’s this dual process of give respect, get respect. We as teachers must be warm, positive but also firm at the same time (Burke, K. 2000).
Role of Teachers:
“As a teacher you have two functions. The first is the instructional one of covering the curriculum, ensuring that individual students master the content and promoting favorable attitudes to the specific subject and to learning in general. Your second function is a managerial one that promotes order through instituting procedures and limits, and responding to the disruptive behavior“(Doyle, 1986 cited in Porter, L.2000 on page5).The role of teachers changes from culture to culture. In the Asian society the teacher is considered to be the highest authority and is always respected while in the Western world the teacher acts as a facilitator.
The climate of a classroom refers to the teacher-student and peer relationships. A positive climate is established when a teacher not only “engages students “imaginations but also convinces them that they are people of worth (Burke, K. 2000).According to the Authoritarian theory the role of teachers is to arrange conditions to alter the rate of behavior and in the process establish order. Teachers have the right to control students and a responsibility to be in charge (Porter, L.2000).According to the Democratic theory the role of a teacher is more to my agreement wherein we have to encourage student self-responsibility, promote student growth and development, facilitate learning, relate warmly and nourish curiosity. Students and teachers have equal rights to have their needs met but occupy different roles (Porter, L. 2000).We as teachers need to establish communication and trust among our students as well as be helpful, interesting and trustworthy (Charles, C.M.2002).
We must motivate students to want to learn, guide the students learning process and promote a learning atmosphere and an appreciation for the subject. We as teachers must remember all students benefit from discipline (Porter, L. 2000).We know that the "good" student who wants to learn appreciates a disciplined classroom, but even the trouble-causers and attention seekers like discipline. They all may not admit this to you, but there is a satisfaction in knowing the standards that are set in a classroom day after day are constant (Edwards, C.H.2000). “We as teachers need to suggest what to do-rather than what to think. The solutions require action rather than insight. Generate hope in the students that they can excel, focus on the present rather than on the past, do not blame but describe how behaviors can improve rather than offer static explanations” (Porter, L.2000).
My Discipline Plan
Discipline is probably the number one concern for all new teachers. I believe when a teacher first steps into a classroom, his/her impression on the students is extremely important. It’s important to have an effective classroom management plan with discipline as an integral and important part of it. Before I meet my students I will talk with the principal, deputy or the person in charge of discipline at the school I will be working in. Every school has its own behavior policies and we as new teachers must know them to avoid catastrophe during our first week. The school’s behavior policy fits in with the Education Department regulation acts and I as a teacher must incorporate it while developing my discipline plan. Then I will examine my students’ records and try to understand my students’ history, personal needs, the type of home he comes from, his peers and the influence other students can have on him taking the help of my colleague teachers if necessary. Next I will make a list of general policies.
Policies are the concepts that I will base my classroom on that can not be compromised. They will be the ones laid down by me for promoting a safe and secure learning environment in my class. These policies would be the ones like no fighting or abusing the classroom/school property and equipment, no injury to self or other classmates and school friends. I would like my students to be part of the rule making process. The rules will be consistent with the school policies, reasonable, understandable, manageable and most of all consistent with my philosophy of practice what you preach to facilitate a positive learning environment. I prefer the rules not being too general or specific but having the right rationale for students to comply with and understand. I would prefer also to discuss the consequences (Burke, K.2000) of rule breaking with my class and let them help me decide on the best policy excluding punishment. “Punishment often diminishes the dignity of the student and breeds resentment and resistance within them” (Burke, K.2000).
I will enforce the rules and implement routines on the first day of school. The students must know what appropriate and inappropriate class-time behavior is (Charles, C.M. 2002). I will try to create a stress free and secure atmosphere by using cooperative learning activities, team building games, and social skills development activities. I will always try to provide clear instructions (clarity technique) to my students to keep them on task and track thus reducing discipline problems. Directions are clear, thus confusion is minimized (Emmer & Evertson cited in Ornstein, A.C.1995).
In my classroom I will encourage my students to:
1. Demonstrate respect and obedience to teachers.
2. Show courtesy to other classmates.
3. Respect rights, property, and opinions of others
4. Observe class and school rules.
5. Practice self-discipline.
6. Work quietly.
7. Use time effectively.
8. Keep desk area neat & clean.
9. Report promptly to class and do homework regularly.
10. Don’t munch and eat during class times.
To ensure positive classroom climate my students will be expected to:
• Take responsibility for their own behavior
• Understand the consequences for misbehavior
• Respect other student’s space and property
• Respect all teachers and other adults at school
• Follow all directions given by staff members
My methods of effective classroom management:
• Readying the classroom space, materials and equipment at the beginning of the year.
• Explaining and reminding students of the rules they have helped me develop from day one itself.
• Planning strategies for dealing with potential problems will be planned in the beginning with the consensus and help of the students’ themselves. So they remember that always and behave well.
• Stopping and preventing inappropriate behavior at the right time rather than letting it become worse and spread. Following as they say the preventive techniques (Emmer and Evertson cited in Ornstein, A.C.1995).
My Classroom Management Guideline:
• Begin Class on Time: If I myself am not punctual I can never expect my students to be so. Since I am a model for the class I will set a good example by being prompt, punctual just as I would expect my students to be. I will begin my class with a 2 minute reflection period to let the students feel settled in and relax and then begin class. A similar procedure will be followed also for dismissing the class. Like be seated in your places to prevent problems and a rush when the students leave after a long day at school.
• Keep desk and storage areas clean.
• Use non-behavior signals: I will use non-verbal signals to prevent discipline problems like a stern look, or widen my eyes. I will not make threatens nor promises that I cannot keep. I will stop misbehavior immediately by telling the student the right procedure in a firm but positive manner. If a rule is broken warn my students only once then follow through the consequences the students have helped me set.
• Contact with students: I will make eye contact with my students, and always face the class rather than face my back for the class. Make transitions between activities quick and orderly. Move around the room and know what is going around in the class among the students. Plan well for the class. Always be ready and prepared for any problem that crops up.
• Be helpful: I will always try to be helpful to my students supporting them in all their decisions and motivating them to do better. Plan to develop a good sense of humor and always be relaxed (Moore, K.D. 2001).
Enhancing my classroom management approach:
• I will talk to individual students about their interests.
• I will be honest in my approach towards them, avoid sarcasm .Try to make my students realize that I believe in them and their work.
• I as a teacher will also try to analyze my own abilities and weaknesses. I will make sure my disciplinary approach and managerial techniques fit into my own teaching philosophy and personality (Charles, C.M.2002).
• I will try not to over control my class and students. I will assert my authority but only when the need arises. There is no need to be over forceful since that only leads to confusion and problems (Ornstein, A.C.1995).
My Motivation Guidelines:
• I will set a good example to my students. Be enthusiastic and passionate about my subject and teaching .Students in the process will learn to change their behavior. Enthusiasm is infectious as we all know. Smile and the world smiles with you.
• I will establish a friendly but business-like environment in my class. Take personal interest in all my students, convey to them they are important to me and their success means a lot to me too. This way the students tend to live up to the teachers’ expectations.
• I will incorporate lively teaching activities; involve students to the greatest extent in the learning process. Communicate the value of every lesson to them. Share my expectations, goals and objectives with them as well as lay down the procedures and guidelines to reach and meet them.
• I will capitalize on students’ interest, ideas, curiosity and prior learning. Use Meta Coordination to be able to involve them more into class and the learning process.
• I always agree that easy tasks can become boring. I will always try to challenge my IT and Math class students. Assign challenging work to them gives them the opportunity to test themselves, cultivate self esteem and feel proud that they have accomplished something or at least are on the right track and can complete it with the help of teachers and class friends (Moore, K.D. 2001)
My Prevention Technique:
• Try to ignore the students behavior if it will not spread to others, as such students are trying to only seek extra attention
• Try to liven up the class with humor, provide as much academic assistance to enable the students understand the assignment better.
• Try restructuring a particular hard topic in IT or Math and boosting the morale of the students. Motivating the students who have low learning skills.
• In case my student loses control and a fight occurs I will first verbally ask them to stop fighting if they don’t listen to me I will call in for the higher authorities. But will never take the law in my hands. Will not try to go in between the students who are fighting. Will try my level best to diffuse the fight through verbal instructions but if no effect better for the administration to take the further action and steps (Redl and Wineman, cited in Ornstein, A.C.1995).
• Try to encourage students to behave. Treat minor disturbances frivolously but still maintain dignity and a business-like relationship with the students.
• If a group misbehaves I shall try to change the activity and try to control them before they get out of control. My focus then will be on the individuals rather than the cause. I will not threaten the group unless I know who the right culprit is and more important will never give false threats I can never accomplish. Will try to maintain my temper and analyze if I am setting a wrong example to the class myself. Maybe my body language, eye contacts are not proper sending out wrong signals.
• If things worsen too much I will always seek help from the higher authorities. But not wait till the situation is totally out of control. If necessary speak to the parents but this is generally done by the school authorities but if my suggestions and opinions are required I will provide them with the true facts. (Ornstein, A.C.1995).
• I will act normal and be myself in class as students always understand when a teacher is overdoing. I will be confident providing structure and motivation to my class. I will expect but not accept misbehavior. I believe work is worship the main aim of students is to learn, gain knowledge and they must use that opportunity not abuse it (Ornstein, A.C.1982, cited in Ornstein, A.C.1995).
I personally do not believe in the system of punishments. I think they are not meant for students but more for criminals. But I do understand that if the behavior of the student worsens then some action has to be taken. But never personalize the situation (Charles, C.M. 2002) nor hold grudges against the students since to err is human but to forgive is divine. Another important aspect of my discipline plan will be feedback forms to be filled by the students individually and another one to be filled by the parents together with their children. The aim objective of these feedback/evaluation forms will be for me to assess myself. To know the areas where I can improve and better myself not only as a teacher but also as a human on the whole. The goal of discipline is not to control children and make them obey but to give them skills for making decisions, gradually gaining self-control and being responsible for their own behavior (Charles, C.M. 2002).
Using (Porter, L. 2000) humanistic, democratic and systems theory I have developed the goals of my discipline plan as follows:
To show students that each and everyone is a valued member of the class.
To treat all students equally and justly.
To appreciate the ideas of all and respect all.
To give personal attention to all in class as often as possible.
To develop bonds of trust with students through fair behavior and helpfulness.
To give students responsibility to make decisions and allow them to make mistakes.
To use mistakes as opportunities for learning.
To learn students’ names and always address them as that.
To always speak respectfully no sarcasm allowed and to practice what you preach.
To make instructional activities interesting.
To be enthusiastic, energetic and eager as a teacher my self.
To involve class students in making class agreement s about instructions and behavior (Charles, C.M. 2002)
Blend of Theories consistent with my discipline plan:
There is an old saying that states “If you want to get ahead, get a theory”. (Porter, L.2000).
Philosophy: Discipline is for helping students get along together and sense they belong:
According to (Charles,C.M.2002) if your philosophy holds that the goal of discipline is to help students get along with each other and that they misbehave mainly when they cannot satisfy their desire to belong in the group, class or school. Then your theory must include the following four elements: (1) what getting along well and a sense of belonging mean, and how they affect others. (2) The types of misbehavior students engage in when they have no sense of belonging. (3)Tactics that positively redirect misbehavior when it goes awry and (4) what can be done to provide the belonging students crave. I feel I have adopted this philosophy since my discipline plan does address the above mentioned issues to quite an extent. I feel students crave for attention when they want to fit in. Hence every student must be made to feel important and needed. Their ideas must be taken into consideration.
Philosophy: Discipline is for identifying and correcting causes of misbehaviour:
According to (Charles, C.M. 2002) if your philosophy holds that misbehavior has many identifiable causes that students misbehave when a range of needs go unmet and that student behavior improves when those causes of misbehavior are limited or removed your theory of discipline will contain a number of elements which involve students help in formulating rules and consequences. This philosophy is consistent with my discipline plan since I feel students’ ideas must be taken into consideration while creating rules and consequences for bad behavior in class.
Critique:
I believe my personal discipline plan facilities management for self regulation rather than just management for obedience. My discipline plan is one aspect or part of effective classroom management. It’s important that students believe the need for discipline is not just for smooth class regulation but also for their own benefit and improvement. But discipline has to be learnt. It cannot always just be taught. We as teachers are responsible for the students’ action in school. It is part of our duty of care.
My discipline plan in a nutshell as you have seen requires my students to also help and give in their suggestions and inputs. It’s necessary that they as students also be included in the rule setting programme as they learn to be more responsible and at the same time helpful. My own logical thoughts based on what I know about human nature (Snowman, J. & Biehler, R. 2003) and how I react to guidance and intervention also makes me feel my plan is more self regulatory based. You almost never go wrong when you treat others as you would like them to treat you (Charles, C.M.2002).
As I make my system more useful to students taking into their views and suggestions I will soon notice there isn’t much difference between how I teach and how I work with student behavior. It is what I call an integrated rapport between me, my teaching and my students. If students misbehave and don’t want to change their attitudes I must still continue to show my willingness and eagerness to help them help themselves. Compassion combines love, respect, concern, and acceptance of all students belonging to the school community. The goal is to make students feel important and believe that they can influence events in their role as a class/school participant. Allowing students to provide input regarding classroom issues gives them a sense of empowerment and control in their environment.
When teaching responsibility, we should provide opportunities for students to appraise behavioral choices and expose students to decision-making and problem-solving skills that encourage responsible behavior. I plan to be a reflective teacher developing my own attitudes and abilities and then reflecting on them. It’s important to be able to evaluate yourself at the end of the day. Thus I feel though no system/theory is foolproof when it comes to a discipline plan but we as teachers can always try our best to bring out the best in our students.


albino Dsouza