Management of Classroom Discipline Concept of Classroom Discipline

Definition of Discipline: 1) A training which produces obedience (willingness to obey) or self-control. It is often in the form of rules and punishments. 2) A practice of training people to obey rules or a code of behavior using punishment to correct disobedience. 3) An ability to control and behave yourself. Classroom discipline refers to actions taken by teachers to eradicate, inhibit or minimize behavior problems and their responses to problems when they happen to occur in the classroom. Actions: Instruction, Communication, Classroom Management and Structure and Relationship with Parents

Good Classroom Discipline

Teaching and learning activities would be carried out smoothly and systematically without any disturbance.

Teacher will be able to implement the lesson plan according to the time allotted without any interference.

The predetermines objectives would be achieved accordingly.

Pupils would feel comfortably safe and happy to participate in any learning activities.

Number of accidents in calls or in laboratory would be avoided and reduced.

Good moral values could be instilled in a welldisciplined class.

Behaviour Modification (Skinner) Definition and Concept

A theory of operant conditioning which states that all behaviour is governed by reinforcing and punishing stimuli. Behaviour modification uses a scheduled approach that rewards desired behaviour and punishes undesirable behaviour.

Operant Conditioning
Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.

Components of Operant Conditioning

Reinforcement (Any event that strengthens or increases the behavior it follows)

Punishment (A presentation of an adverse event or outcome that causes a decrease in the behavior it follows)

Positive

Negative

Positive

Negative

Favorable events or outcomes that are presented after the behavior. In these situations, a response or behavior is strengthened by the addition of something, such as praise or a direct reward.

The removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant.

Punishment by addition, occurs when unfavorable events or outcomes are added after a behaviour occurs.

Punishment by removal, occurs when favorable events or outcomes are removed after a behavior occurs.

You did your homework, your teacher praised you.

You did your homework to avoid getting punished by your teacher.

You did not do your homework, your teacher scolded you.

You did not do your homework, your teacher did not allow you to got for your recess.

Skinners Key Ideas

1. Behaviour is shaped by its consequences. 2. Systematic use of reinforcement can shape students behaviour in desired directions. 3. Behaviour becomes weaker if not followed by reinforcement and behaviour is also weakened by punishment. 5. Constant reinforcement in the early stages produces the best result. Once they have reached the desired level, maintain the reinforcement intermittently.

Types of Reinforcement
1) Social (words, gestures and facial expression) 2) Graphic (marks such as numerals, checks, happy faces and special symbols) 3) Activity (preferable activities such as playing game, free reading, choosing a song, sitting near the teacher, being excused from homework) 4) Tangible (real objects for rewards such as pencils, badges, crayons, etc)

Strengths

Weaknesses

1. It is simple to use. 2. The results are immediate. 3. It accommodates most teachers desire to maintain control. 4. Students can feel successful when they obtain rewards. 5. Standards of behaviour are uniform, consistent and clear to all students. 6. Time does not have to be spent in class discussing rules and students conduct. 7. It can be readily employed with all students regardless age.

1. The results might not last long. 2. Students may not perform as desired when rewards are terminated. 3. Students may not learn how to govern their own behaviour. 4. The approach may seem too much like bribery to some teachers. 5. It ignores any underlying problems caused by influences at home, in society or at school. 6. Students do not get an opportunity to clarify emotions, weigh alternatives, decide on solutions ore develop their intellect. Rewards undermine intrinsic motivation.

Assertive Discipline (Canter) Definition and Concept

Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. A direct and positive approach to make the role of teacher and students to be successful. It stresses on teachers and students basic rights.

Canters Key Ideas

1. Teacher should insist on decent, responsible behaviour from their students. 2. Teachers failure = Failure to maintain an adequate classroom discipline. 3. Firm control on the students is not stifling and inhumane. It is humane and liberating. 4. Teacher and students have their basic rights in the classroom.

Canters Key Ideas

Teachers Basic Educational Rights 1. The right to establish optimal learning behaviour. 2. The right to request and except appropriate behaviour. 3. The right to receive help from administrators and parents when it is needed. Students Basic Rights 1. The right to have teachers who help limit inappropriate, self-destructive behaviour. 2. The right to choose how to behave, with a full understanding of the consequences that will follow automatically from their choices.

Discipline Plans State and teach expectations early. Persistence in stating expectations with I statements. Use clear, calm, firm voice and eye contact. Use non-verbal gestures that support the verbal statement. Influence student behavior without threats or shouting. Practice the broken record technique rather than escalating into an argument. Classroom rules where teachers give instructions that is firm, clear, and simple. Students are not the enemy, and not using hard-sarcastic words. Creates positive relationship and trust with students so that they will possess good behaviour. Interaction between teacher and students is positive and respectable when actions had been taken for any misbehaviour of the students Listen carefully for students explanation, speak properly, and treat every student with fair and justice.

Types of Teachers

Hostile i. Barely hanging on the class control. ii. Use aversive technique such as sarcasm and threats. . iii. Often shout and believe they must rule with an iron fist or else there will be a choas.

Non-Assertive i. Feel it is wrong to place storng demands on student behaviour. ii. Always passive. iii. Do not establish clear standards or else they fail to back up their standards with appropriate actions. iv. Not firm or insistent and end up resignedly accepting whatever the students decide to do.

Assertive i. Make their expectations clearly known to students. ii. Reinforce their words with actions. iii. When students choose to comply with teacher guidance they receive positive benefits. iv. When they choose to behave in unacceptable ways the teacher follows uo with consequences that reasonably punish misbehaviour.

1. Recognize and remove roadblocks 2. Practice the use of assertive response styles 3. Learning to set limits 4. Learning to follow through on limits 5. Implementing a system of positive assertions

Assertive Discipline Steps

Strengths It is simple to use. The personal desires of the teacher can be enforced. It involves parents and administrators in the discipline process.

Weaknesses Students angered by warnings and sanctions may go further in their rebellion than they ordinarily would.

It advocates suspensions for extreme misbehavior when far too many children are out on suspension already.
Although Canter recommends using positive reinforcement while emphasizing negative consequences, in actual practice, positive reinforcement may be excluded.

Logical Consequences (Dreikurs) Definition and Concept

An approach that is designed to take the power struggle and resentment out of dealing with misbehavior. Logical consequences are situations engineered/created by the person in authority. The situations are logically connected to the wrong. It is logical because it "fits" the offense (misbehavior). Consequences are outcomes (negative or positive) of a person's action.

Dreikurs Key Ideas

1. Discipline is not punishment. It teaches students to impose limits on themselves. 2. Democratic teachers provide firm guidance and leadership. They allow students to have a say in establishing rules and consequences. 3. All students want to "belong". They want status and recognition. Most of their behaviour is directed by their desire to belong. 4. Misbehaviour reflects the mistaken belief that it will lead to the recognition they want. 5. Misbehaviour is associated with four mistaken goals: seeking attention, gaining power, taking revenge, and displaying inadequacy. The goal in each case is to elicit certain responses from teachers. 6. Teachers should quickly identify the mistaken goals and act to avoid their reinforcement. 7. Teachers should encourage student's efforts while avoiding praise of either their work or character. 8. Teachers should teach students that unpleasant consequences always follow inappropriate behaviour

Assumption: All misbehavior is the result of a student's assumption how to find a place and gain status in the classroom.

Main focus: To create a democratic classroom environment where students feel the sense of belonging.

Punishment is not suitable as it may show the way the teacher to seek for revenge, to show their power and to embarrass the students.

Goals of Misbehavior: 1) to seek attention 2) to gain power 3) to seek revenge 4) to show inadequacy

Types of Teachers

Autocratic i. Lead to problem behaviour because the atmosphere they allow is not based on everyday reality. ii. Students fail to learn that successful living in general society requires them to follow rules. They do not learn that acceptable behaviour requires self-discipline. iii. Students are confused because they believe that they are free from restraint and can do whatever they want. Democratic i. Democratic teachers are neither permissive nor autocratic. ii. They provide firm guidance and leadership by establishing rules. iii. Discipline involves teaching students how to establish an inner control that permits them to choose behaviour compatible with their best interests.

Communicate/talk about positive things

Logical Consequences Steps

Give motivation and encouragement Be optimistic Be proud with students achievement Co-operate with students Identify students weaknesses Believe in students strength/ability Change the way of teaching Use reinforcement in class

Autocratic i. Autocratic teachers force their will on students in order to control the class. ii. They motivate students with outside pressures rather than stimulate motivation from within.

Strengths
Foster autonomy in which students are responsible for their actions and their choices. Create a conducive learning environment through open communication and respecting each other.

Weaknesses
Quite difficult for teachers to identify and understand the motives of students misbehavior in the beginning. Quite difficult to identify suitable logical consequences to the misbehavior.

Group Management (Kounin) Definition and Concept

An approach that focuses on preventive discipline. The techniques and strategies designed to prevent the occurrence of discipline problems in the first place. Good classroom management depends on the effective lesson management. Good classroom behaviour depends on the effectiveness of the lesson management, especially on pacing, transitions, alerting and individual accountability.

Dreikurs Key Ideas

The Ripple Effect: Teacher corrects misbehavior in one student and this positively influences the behavior of other nearby students. Withitness: Awareness of what is going on in all parts of the classroom at all times. Overlapping: Being able to attend to two or more issues at the same time. Effective Transitions: Keeping lessons moving with avoiding abrupt changes, smoothness and momentum of the lesson. Group Focus: The ability to keep members of the class or group paying attention to the task Satiation: Being satisfied or having enough

Weaknesses
Principles of Teaching 1. Teachers need to be attentive to all aspects of the classroom. 2. Effective teachers keep students attentive and actively involved. 3. Teachers should be able to attend to two activities at the same time. 4. Activities should be enjoyable and challenging. Strength 1. The major strength of this model is that it focuses in prevention of behaviour problem. 2. It provides expectations and understandings around which there is generally shared meaning between teachers and student. 3. The system allows the class to function in a relatively smooth and predictable way. 1. What works with young children may not work with older children (different techniques need to be used). 2. If the goal of education is to develop independent thinkers, the continued use of teacherdetermined rules and procedures may be quite inappropriate. 3. It is largely restricted to controlling behaviour in teacher's directed activities and does not tackle all discipline problems. 4. It does not develop personal responsibility in students.

Reality Therapy (Glasser) Definition and Concept

1. A cognitive-behavioral approach to therapy, counseling and problem solving, which focuses on the here-and-now and how we can plan for a better future, instead of concentrating at length on the past. 2. It helps people learn to be in effective control of their lives. 3. A method of communication that enhances peoples ability to make effective, need -fulfilling choices. 4. Two major components: i) the counseling environment ii) specific procedures that lead to changes in behaviour. 5. This technique helps to discover own aims and dreams, do reflection about what is happening and make a plan for their future.

Students Basic Needs

Love and Belongings, Freedom, Fun, Power

Teachers Strategies
1) Listen to the students. Be friendly. 2) Discuss feelings and physiological responses as part of total behaviour. 3) Accept no excuses for irresponsible behaviour. 4) Avoid punishing, criticizing or attempting to protect the person from the reasonable consequences of behaviour.

Teaching and Learning Process 1) Know your students and help them. 2) Teacher as a guide. 3) T-L process related with students life. 4) Encourage students. 5) Give praises to motivate them.