CLASSROOM DISCIPLINE
Discipline has broader meaning and is perceived
different in many contexts and in different literature.
In military
discipline implies training to act in accordance with the rules, principles and
regulation of the particular regime.
Or punishment inflicted by way of correction and
training.
Schools
or Classroom discipline means a behavior of the
student(s) in accordance with the rules, procedures and principles of conduct
governing the school or classroom.
Why
is discipline necessary?
Discipline teaches the following
·
Respect for the existing authority.
·
Co-operative and collaborative efforts
of the individuals involved.
·
Respect for others
Mis-behavior
(indiscipline behavior)
Is the behavior which is contrary to the rules,
regulations and principles governing the conduct of school or classroom
Or Mis behaviour is the behaviour that offends other
people.
Examples of misbehavior in school or classroom
In
the classroom Context
·
In continued disturbance in class;
·
Failure to complete assignments
satisfactorily on time;
·
General apathy;
·
Fighting with other students;
·
Cheating in examinations;
·
Demage to school books and property.
Outside
the Classroom Context
·
Neglect of school duties;
·
Failure to obey school prefects and
teacher on duty;
·
Leave the school premises without
premises without permission;
·
Mis- behavior in dining hall or
assembly;
·
Stealing the belongings of others.
What
Causes Misbehavior in the Classroom
·
Teacher-caused misbehavior.
·
Student caused misbehavior.
·
Curriculum caused misbehavior.
·
School caused misbehavior.
Teacher-Caused
Mis-behavior
It includes all misbehavior caused by the teacher in
the classroom:
·
If lesson is not well planned in the
following areas:
Ø Objectives
and competences not well formulated;
Ø Learners
activities in the lesson not well structured;
Ø Poor
motivation of the students
·
Punctuality of the teacher in classroom:
Ø Attending
class on time.
·
Teacher’s dressing style and treating
his students’ fairness and respect.
·
If teacher is rude and arrogant.
·
If teacher is unsympathetic and
sarcastic.
·
If content and pedagogy are not well
mastered by the teacher.
·
If classroom management techniques are
not well implemented by the teacher.
Student-Caused
Mis-behaviour
·
Adolescents’ students suffer from emotional
problems of different sorts;
·
If boarding students are away from their
parents for long time;
·
Mental confusion and emotional state of
students;
Curriculum
caused Mis-behaviour
·
If the content to be covered by students
are outdated.
·
The way in which lessons or periods are
arranged in the school time-table;
·
If the content of the syllabus is
overloaded;
·
If the materials for teaching are so
inadequate that lessons tend to become note-taking sessions or lectures, the
students will soon be bored and restless.
·
If the curriculum content are irrelevant
and does not match with the age and mental capability of the learner.
School-caused
Mis-behaviour
·
Overcrowding of students in classroom
and schools.
·
Environmental barriers such as noises,
winds due to quality of classrooms.
·
Shortage of teaching and learning
materials such as laboratories and other learning tools.
How
to Motivate Classroom Discipline
v Focusing
Make sure that you have the
attention of every student in your classroom before your start your lesson.
Don’t attempt to teach over the talk of students who are not paying attention.
Focusing techniques means that you
will demand their attention before you begin. It means that you will wait and
not start until everyone has settled down. Experienced teachers know that
silence on their part is very effective. They will punctuate their waiting by
extending it 3 to 5 seconds after the classroom is completely quiet. Then they
begin their lesson using quieter voice than normal.
v Monitoring
The key to this principle is to
circulate. Get up and get around the room. While your students are working,
make the rounds and check on their progress. An effective teacher will make a
pass through the whole room about 2 minutes after students have started written
assignments. She checks that each student has started, that the children are on
the correct page, and that everyone has put their names on their papers. The
delay is important; she wanted her students to have a problem or too finished
so she can check that answers are correctly labeled or in complete sentences.
Students who are not yet quite on
task will be quick to get going as they see her approach. Those that were
distracted or slow to get started can be nudged along. The teacher does not
interrupt the class or try to make general announcements unless she notices
that several students have difficulty with the same thing. The teacher uses a
quiet voice and her students appreciate her personal and positive attention.
v Modeling
McDaniel tells us of saying that “Values are caught not taught” Teachers
who are courteous, prompt, enthusiastic, in control, patient and organized
provide examples for their students through their own behaviour. “Do as I say, not as I do” teachers send
mixed messages that confuse students and invite misbehavior.
If you want students to use quiet
voices in your classroom while they work, you too will use quiet voice as you
move through the room helping youngsters.
v Non-verbal cuing
Non-verbal cues can also be facial
expressions, body posture and hand signals. Care should be given in choosing
the types of cues you use in your classroom. Take time to explain what you want
the students to do when you use your cues.
v Environmental control
A classroom can be a warm cheery
place. \students enjoys an environment that changes periodically. Study centers
with pictures and color invites enthusiasm for your subject. Young people like
to know about you and your interests. Includes personal items in your
classroom. A family picture or a few items from a hobby or collection on your
desk will trigger personal conversations with your students. As they get to
know you better, you will see fewer problems with discipline.
v Low profile intervention
Teacher’s intervention should be
calm and quiet. An effective teacher will take care that the students is not
rewarded for misbehaving by becoming the focus of attention. The teacher
monitors the activity in the classroom, moving around the room and anticipates
the problems before they occur. The approach used to control misbehavior should
not distract others in classroom.
v Positive Discipline
Use classroom rules that describe
the behaviour you want instead of listing things the students cannot do.
“Instead of no-running in the room,” use “move through the building in an
orderly manner.” Instead of no fighting, “use settles conflicts appropriately.”
Instead of “no gums chewing, use “leave the gum at home.”.Refer
to your rules as expectations. Let your students know this is how you expect
them to behave in your classroom.
Make ample use of praise. When you
see good behaviour, acknowledge it. This can be done verbally, of course, but
it doesn’t have to be. A nod, a smile or thumbs up will reinforce the
behaviour.
How
to Maintain Classroom Discipline
Great teachers first learn how to
maintain classroom discipline in their academic preparation.
Steps
v Develop basic sets of rules and
regulations for classroom management and discipline.
These rules and regulations should govern daily procedures and expectations
such as timely attendance and consequences for missing or late assignments.
v Explain to each class in detail
your expectations for their behavior for the duration of the course. These
expectations should be the first order of business on the first day of the
course.
v Review the school discipline rules and
explain how these rules supplement or complement your own rules. Make
sure that your rules and expectations do not conflict with general rules of the
school.
v Provides parents and school
administrators with information on your rules, regulations and expectations.
When you provide your classroom management plans to the parents and school
officials, invite them to meet with you to discuss your expectations.
v Take time to remind students of
your expectations and the applicable rules on regular basis.
Discuss any ambiguities that the students might see in rules and expectations.
v Enforce the classroom and school
rules in affirm and consistent manner. If you cannot enforce
or if your expectations are unrealistic, students may use the inconsistencies
or omissions an excuse for ignoring the rules.
Students develop negative attitudes
at the sign of any show of favoritism or neglect of the rules. A teacher might
lose control of students with negative attitudes.
Reward and comment on good
behaviour and achievements as students develop positive attention.
v Conduct each class with a structure
and professionalism.
Students will feel comfortable if
they know what to expect and how they should behave, tides from substantive
compliments.
v Supply a substitute packet which is
easily obtained by anyone substituting in your absence.
Substitute teachers might lose
control if they are not informed about the daily procedures, structures,
expectations and rules. Students might try to fool substitutes into ignoring
the normal structures and rules applicable in your classrooms.
Anticipate any problems that a substitute might have
and make arrangements to minimize the impact of your absence. Students might
try to take advantages of substitute who works without appropriate guidance
from an absent classroom teacher.
