Class Room Discipline.
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rosmarshall
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Class Room Discipline.
What is your opinion on Class room Discipline?
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albinog0dwill
- Posts: 4
- Joined: Mon Aug 16, 2004 2:57 pm
Reply to Classroom Discipline
“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
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
Discipline
Hi,
I think that discipline is important if you want the students to respect you, otherwise they will walk all over you and ruin the class for students who want to learn.
Sometimes, discipline is not required, especially if the class is well-behaved and willing to learn. But it is essential for difficult classes.
I think that discipline is important if you want the students to respect you, otherwise they will walk all over you and ruin the class for students who want to learn.
Sometimes, discipline is not required, especially if the class is well-behaved and willing to learn. But it is essential for difficult classes.
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moeschluentz
- Posts: 1
- Joined: Sat Jan 22, 2005 4:26 am
Classroom management
I have found that in any classroom, you must have consistancy in order to have good classroom management. This is especially true in ELL classes. It is important to try and keep some sort of consistant schedule with your ELL students. For example, I teach Earth Science. I try to keep the same routine daily, without it becoming too repititious for the students. I usually start out with attendance and daily announcements. Then, I have a short lecture, which is between 5 and 10 minutes. The rest of the time is usually spent on a lab. I found that when I tried to mix up things, the classroom didn't run as smooth.
You also need to be very clear on your behavior expectations. If you at any time let your guard down, you may run into problems.
You also need to be very clear on your behavior expectations. If you at any time let your guard down, you may run into problems.
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undeterred
- Posts: 25
- Joined: Sun Jun 27, 2004 5:31 am
- Location: japan
I'm not sure if anything here will help, but this thread might be somewhat related:
http://www.eslcafe.com/forums/teacher/v ... 38&start=0
http://www.eslcafe.com/forums/teacher/v ... 38&start=0
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undeterred
- Posts: 25
- Joined: Sun Jun 27, 2004 5:31 am
- Location: japan
Hi Lorikeet,
I have read all the information here regarding discipline and I for one have thrown in the towel. From now on I will go to school and work just like the natives; not giving a toss. Call it what you will but there is no good coming from banging my head against a wall. I have been in Japan long enough to know that being at your post at the allotted time is all you must do.
True, there are many wonderful students who will benefit from your going against the tide and caring about them and your job but in the long run it is you who will suffer from the stress.
Enjoy yourself,
undeterred
I have read all the information here regarding discipline and I for one have thrown in the towel. From now on I will go to school and work just like the natives; not giving a toss. Call it what you will but there is no good coming from banging my head against a wall. I have been in Japan long enough to know that being at your post at the allotted time is all you must do.
True, there are many wonderful students who will benefit from your going against the tide and caring about them and your job but in the long run it is you who will suffer from the stress.
Enjoy yourself,
undeterred
Piece of cake
I teach in a rough part of town. But I have NO troubles in the class. I think that is because I have clear rules. I don't believe in Sometimes and maybe's. It is always or never. That way there is no confusion. I also have a clear plan for the day and the next 2 weeks. Each students has a outline of the course for each day for the semester. We follow that plan. It lists test and quiz dates. When the students know what to expect, they are more likely to DO the work and be focused. Don't get me wrong, we have lots of fun too. But we don't have those common troubles.
I LOVE MY JOB and I LOVE my students!!!!!!!!!!!! Even when the ask my to write Kanji on them.
I LOVE MY JOB and I LOVE my students!!!!!!!!!!!! Even when the ask my to write Kanji on them.