Discipline Effective Discipline
Discipline
Subtitle: Classroom Discipline
A Research work
In Partial Fulfillment of the Requirements for the Course EMGT 210 - Human Behavior in Organization
TABLE OF CONTENTS Page
TITLE PAGE ……………………………………………………………………… 1
TABLE OF CONTENTS………………………………………………………….. 2
OBJECTIVES OF THE RESEARCH WORK………………………….……….. 3
TOPIC
INTRODUCTION…………………………………………………………………. 4 DISCUSSION Definition of Discipline…………………………………………………….. 5-6 Approaches to Discipline………………………………………………….. 6 Developmental Stages in Discipline…………………………………….... 6-7 Purposes of Discipline……………………………………………………… 7 Principles of Effective Discipline…………………………………………... 7-8 Discipline in the Classroom………………………………………………… 8-10 Improving Classroom Discipline…………………………………………… 11-12 Effective Discipline ………………………………………………………….. 12-13 Effective Classroom Management Prevent Discipline Problems………. 13 Disciplinary Shock Therapy………………………………………………… 13 Preventive Approach to Discipline…………………………………………. 13-14 Punishment and Discipline …………………………………………………. 15 Positive Way of Guiding Children ………………………………………….. 15 Roger’s Eight Protocols of Discipline ……………………………………… 16 Creating a Discipline Plan …………………………………………………… 16-22 ANALYSIS…………………………………………………………….. ………….… 22-23
REFLECTION………………………………………………………………………… 23-25
REFERENCES…………………………………………………………………….…… 25
OBJECTIVES OF THE RESEARCH WORK
After reading this research work, the readers are expected to:
1. Create favorable attitudes toward classroom conditions that will facilitate the attainment of instructional objectives.
2. Create favorable attitudes toward the development of self-control and cooperation as personal assets.
3. Create favorable attitudes toward authority.
Introduction
"The views of children have changed drastically throughout history. We 've gone from viewing children as little adults until just recently, understanding the developmental necessity that discipline serves. In the past, discipline was seen as means to control and mold children into obedient and socially successful women, who in turn become good wives and mothers. Little boys were raised to be strong, masculine, and intelligent leaders and protectors. Men were expected to become professionals typically in the same line of work as their fathers and bring home enough money to support the family. While similar goals exist today, there is more equality among the goal and expectations of men and women. Discipline is now aimed at raising socially, emotionally, and professionally intelligent individuals with more opportunity than before. Corporal punishment or spankings were popular in the past."
Research indicates that maintaining classroom discipline is one of the disturbing anxieties of pre service teachers. It is also a fact that even those who are already teaching find discipline a problem. Many well-planned lessons have failed because of disruptive behaviors of students. Fortunately, the skill of disciplining the class can be learned. As the teacher grows in experience, he learns the little classroom tricks that a teacher uses to maintain discipline. He learns the value of eye combat, preparation of good lessons, and the proper management of time.
This research work gives you suggestions, guidelines, and models to follow. Although these guidelines do not guarantee success, they will increase your probability of successful parents and teachers in terms of discipline.
DISCUSSION
Definition for Discipline
Training to ensure proper behavior: the practice or methods of teaching and enforcing acceptable patterns of behavior.
Order and control: a controlled orderly state, especially in a class of schoolchildren.
“Instant willingness and obedience to all orders, respect for authority, self reliance and teamwork. The ability to do the right even when no one is watching or suffer the consequences of guilt which produces pain in our bodies, through pain comes discipline.” –United…
“Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement”. Discipline consists of more than punishment, at the hand of authority, for wrongdoing. It includes self discipline; the regulation by a man of his own heart and mind, the cultivation of discernment, virtue and noble tastes and sentiments and the suppression of unbalanced passions, vice and mean dispositions. Discipline therefore, is a way of life. The undisciplined man is a slave to passion, luxury and sloth. He entertains dreams on a large scale but the reality of his existence is pathetic. On the other hand, the disciplined man is a free man. His judgment is sound because he is trained and experienced in responsible judgment. His means are independent. His life is free of the debilitating influence of vice. He is able to discern between that which seems good and that which is good. Although discipline does not consist merely of punishment, at the hand of authority, for wrongdoing, this external discipline is nevertheless very important, as an essential part in training the individual to be self-disciplined (by means of punishments, rewards and warnings). This is necessary and proper, both for the sake of the individual and society at large. This external discipline is necessary, for example, in schools, in order to induce the recalcitrant (stubborn/defiant) student to concentrate on his studies and observe proper behavior as well as to protect the other students from a corrupting and disruptive influence. A failure by authority to impose discipline leads to malcontent workers or soldiers militarily speaking. A lack in discipline from authority refracts a lack of discipline to lower peers. In order to correct this infraction with Discipline within the ranks is simple. Merely a soldier is made to do push up strengthening their bodies but not necessarily their minds. Physical exertion is merely just a small tool...
Approaches to Discipline
Training approach- This is also referred to as training model. This is in accordance with the Biblical passage which says "Train the child in the way he should go and when he gets old he will not depart from it.” It calls for a frequent repetition of good acts until they become habits. For instance, pupils, through constant training, acquire the habit of addressing their teacher, “Sir” or “Madam,” thereby inculcating respect for authority.
Behavior modification approach – This is also called the behavior modification model. Good behavior is reinforced and misbehavior discouraged. Ignore or with proper approach correct a bad act without any emotional outburst. Reformatory punishment may be used but never use severe scolding, rebuke, ridicule, nagging, personal indignities, or corporal punishment in front of the class. A private conference with the misbehaving pupil may be held where he is asked to formulate ways of improving the situation. Parents should be informed, whether verbal or written, of their children’s good behavior.
Developmental Stages in Discipline
Stage 1 -Pupils show unruliness, noise, inattention, disobedience, and other forms of . disciplinary problems that hamper successful completion of a lesson.
Stage 2 - With proper guidance, the pupils listen to admonition and abide by the rules of discipline.
Stage 3 - The pupils, realizing the importance of a well disciplined life, imbibe and Assimilate good disciplinary principles.
Stage 4 - Pupils develop competence in self-control and initiative in problem-solving thus becoming self-directed individuals.
Purposes of Discipline
The primary purpose of the teaching of discipline is the development of self discipline among pupils. Children should be taught and should develop desirable habits that will lead to self-discipline. The child should look upon himself as a worthy individual that has his place in this world and is expected to do something worthwhile. He should develop habits of self-study and self-reliance. The child should be encouraged to do his best before he seeks help elsewhere.
The greater purpose of discipline is to develop good moral character. Such character traits as obedience, responsibility, diligence, perseverance, fair play, respect for the opinion of others, and cheerfulness should be developed. Parents and teachers agree that pupils should be taught how to discipline themselves so that they can perform their function in society as respectable members.
Principles of Effective Discipline
1. The teacher must be responsible for his own principles of constructive discipline because students have a high respect for teachers who can control the class and can handle the class effectively. Disciplinary cases should be solved in the classroom. Only cases of theft, cheating, or violence should be brought to the principal. Minor disruptive behavior can be solved by the teacher.
2. The teacher should provide a wholesome atmosphere conductive to good discipline. The teacher should try to prevent undesirable behavior.
3. Effective discipline should aim for self-direction. Self-control should be developed in all subjects. Students should realize that in life, self-control is needed as no two individuals behave in the same manner. Everybody respects an individual who can control his temper and never allows his emotions to direct his actions.
4. Discipline must be vital, meaningful, sympathetic, and humane. The right of pupils should be respected. The dignity of the human being should be recognized especially in meting out punishments. Punishments should be humane and reasonable.
5. Effective discipline should be based on the tenets of democracy. The principles of general welfare, civil liberty, consent of the governed, appeal to reason should be learned and practiced in schools. The child should learn to subordinate his goals to the goals of the group. Self-denial for group welfare should be practiced by individual pupils.
Discipline in the Classroom
Classroom discipline is another aspect of classroom management. A good manager of the class does not only take care of the wholesome atmosphere and routine factors of the classroom, but he has to tackle also the more serious problem of discipline. Discipline refers to the means employed by the teachers for orderly behavior of pupils. Good order is a must in the classroom. The teacher teaches discipline just as he teaches an academic subject. Pupils want to live harmoniously with others and they know that to achieve this, they must learn to follow rules. Pupils realize that they learn effectively in classes that have rules and standards to follow.
Discipline is generally considered the number-one problem facing the classroom today. How can teachers maintain classroom control in the midst of concern about the decline of morals in society, which has led to violence, substance abuse, and pornography, just to name a few concerns? Listed below are eleven suggestions for improving discipline in the classroom gleaned from study and experiences of Maryann Cavender Hood.
1. Show genuine love and concern for each child. – Students deserve to be treated as individuals who will one day become useful members of society. Those who seem unlovely really need love and help most of all.
2. Help students understand the relevance of their classwork. – Often, if lessons don’t seem to relate to real life, students don’t see the reasons for learning the material and can become disruptive. If the teacher explain the purpose of the instruction, present it in bite-sized concepts, and don’t hand out routine busy work or mountains of unfamiliar homework, this frustration can be avoided. Help students see the relevance of a topic to have them write the lesson’s purpose in several complete sentences. They will more readily accept goals that they understand and can state in their own words.
3. Protect your classroom from needless interruptions and fund-raising – many valuable hours disappear in the maze of finding enough money to stock libraries or buy playground equipment and classroom supplies. Do not entertain the walk-ins and chatting parents because they are wasting much of your time.
4. Make learning exciting by giving teachers some freedom to operate within a community’s culture. – Let the pupils experience the outdoor education; have them a field trip, visits some centers (for example, home for the aged) give them small gifts and presenting programs or visits the school ground and examined the leaves, tree bark, rocks, beetle under dead logs and other items of interest.
5. Search for new ways to motivate students and enrich the learning enrichment. – A variety of options and hands –on activities can keep students busy while others finish their studies. Listening centers with headphones, reading nooks, arts and game centers, science tables and hobby corners can add insight to lessons taught, provide for different learning styles and prevent “the devil’s workshop”.
6. Establish a healthy regard for democratic procedure and majority rule while respecting the rights of the minority. – The teacher should emphasize to her students about respecting the beliefs of others. Teaching respect and regard for individuality is very important in the classroom.
7. Use the Bible, not only in religion and literature classes, but also to teach universal values and concepts and encourage self- discipline. – The bible itself will help us the true values that God’s want us to do with our students.
8. Develop an official set of guidelines and procedures for disruptive behavior and a sequence of steps to use in dealing with infractions. - The school should have a handbook with rules for discipline spelled out. It is necessary because children accept rules for the entire school more readily than they do from individual teachers.
9. Utilize peer counseling and discipline. – Students eagerly cooperate with their group to make their activity success. They are happy to work with partners cooperatively.
10. Be alert to teachable moments. – Lesson plans can be flexible enough to utilize unexpected happenings. (e. g. My 3rd graders blamed one boy tearing the flag. Later, another youngster asked me to come outside the door for a private talk. With tears tricking down his face, he whispered, “I’m so sorry. I tore the flag. I walked by, and my pencil got hung up in it.” I hugged him and replied, “That’s all right, Louis.” We walked back into the classroom and proud to say “Students, I’m so proud of Louis. He told me he tore the flag by accident. It took a lot of courage to tell the truth when he could have gotten away with a lie. Teach the class to tell always the truth.
11. Set a good example. – Remember to treat students as you would like to be treated. One proverbial saying I have taught my students is this: “What you do speaks so loudly I can’t hear what you say.” This works for the teacher as well as the students. Loving teachers point students to a better way of life and demonstrate proper role modeling in their day-by-day living. Take time for yourself, and to tend to your spiritual life. Remember, God hasn’t asked you to “go it alone.” He has promised to help you. Meditate, pray, and read inspirational materials that will help maintain a calm and gentle spirit.
Improving Classroom Discipline
1. Ignore some minor unacceptable behavior rather than pay attention to it. Example: occasional whispering, coming late to class, failure to pass homework, etc. can be left unnoticed or deliberately ignored. If these actions are not done habitually, they can be ignored. It is only when the action is repeated that attention should be given to the perpetrator.
2. Keep everybody busy with activities in the classroom. When lessons are planned, the teacher must see to it that there are enough activities to last during the lesson. The students can be a nuisance. In giving seatwork, see to it that additional exercises are provided the fast learners. Books in many subjects can be borrowed from the library and placed on the library table. The teacher can announce that the books will be read by those who have finished their seatwork.
3. Prevent the occurrence of the disruptive behavior. An ounce of prevention is worth a pound of cure, so the saying goes. This means that as much as possible teachers should anticipate these disruptive behaviors and seek to prevent their occurrence. For example, in a contest, asking pupils to answer one by one is better than asking them to answer in chorus.
4. Aggressive behavior should be solved by positive measures. Punishments are hardly effective with this type of behavior. Some positive measures are: personal conferences with pupils and parents, giving disorderly pupils special duties or responsibilities, keeping everybody busy, proper motivation, use of devices, loss of privileges, isolation from class temporarily, and change of activity.
5. Never punish the whole class for the offense of a few. Punishment, if commensurate is welcome, but when the whole class is punished because no one will point to or name the culprit, the innocent are actually being punished. This is a procedure students hate very much.
6. Do not use corporal punishment. In the Philippines, corporal punishment is not allowed.
7. Be genuinely interested in the problems of your pupils. Talk with your pupils often and try to help them with their problems. Especially in high school where students face problems, teachers should be made available to all who need someone to listen to their problems.
8. Remember that personality has a great impact on the behavior of pupils. Dress and behave as becomes a teacher. Be genial, amiable, friendly with your pupils, but always maintain a dignified reserve. Pupils admire teachers who command their respect. Avoid gossip. Above all, learn to smile. A smile can disarm the most hardened offender.
9. Above all, be a good classroom manager. Care of routine and maintenance of discipline are aspects of classroom management.
Effective Discipline
Effective discipline is described as teaching students self-control. In fact, punishment as a form of discipline to gain control is a last resort (Cummings, 2000). Cummings states “our goal is to establish a community of learners who feel bonded and connected; such a community exhibits self-discipline and perseverance and takes responsibility for learning.” I completely agree. Giving students the ability to bond and connect with other students on the same level is a great asset to any classroom. This asset is something that can foster learning and take it to the next level. The not-so-surprising finding that “the more time students spend on task, the more likely they are to master that task” seems to dictate that we should devote our time to the standards, not to teaching self-control. (Cummings, 2000)
Standards tell us where we’re going; what students should learn. They don’t tell us how to get there. Classroom management has the greatest effect on student learning, as compared with other factors including cognitive processes, home environment and parental support, school culture, curriculum design, and school demographics. Teachers need to anticipate what skills and work habits students need so that they can demonstrate high levels of performance on state and national standards. The proactive teacher teaches self-control first before content standards. (Cummings, 2000)
Effective Classroom Management Prevent Discipline Problems
Teachers prevent discipline problems from occurring by investing in good classroom management techniques, such as planning effective lessons to meet the needs and interests of the students, managing classroom time during instruction, creating a positive learning environment, and finally establishing rules and procedures for smooth operation within the classroom. (Effective classroom management has proven to be rewarding to the success of teachers and students. In contrast, poor management of classroom routines and procedures takes up valuable instruction time and encourages students to misbehave).
Disciplinary Shock Therapy
1. Positive shock therapy – Is highly recommended techniques. Surprise your children. When they expect you to be angry, smile and willingly forgive. When a spanking is expected, take your child in your lap and cuddle instead. When the child expects to be sent to the time-out room or chair, offer your help in picking up the mess that was made. You’ll be pleasantly surprised by the effect of such unexpected parental behavior.
Caution: Positive shock therapy works, but only if it’s used sparingly. For the most part, children need consistent limits, consequences, and other forms of discipline and training to help them learn acceptable behavior. But once in a while a big, positive surprise can work wonders.
2. Negative shock therapy – Spanking is a negative shock technique. It can be effective to get your child’s attention concerning the seriousness of the offense, but the more frequently a spanking is used, the less effective it becomes.
Preventive Approach to Discipline
1. Touch control – Touch is a powerful tool in preventing behavior problems. If you see frustration building, sometimes a gentle pat, an embrace, or simply placing a hand on your child’s shoulder before things explode will serve as a reminder that you are near and will help the child if help is needed. Properly timed, your touch may prevent children from becoming unmanageably aggressive.
2. Diversion – When your child becomes frustrated and can’t seem to handle the situation even with adult help, diversion to another closely related activity may help. While they are too young to reason with, divert their minds as best you can. It was very reassuring to know that I didn’t have to solve every problem but could simply divert attention to avoid conflict. For example, your child wants a toy another child has. Before it comes to a fight, find a similar toy and make a big deal about how wonderful it is.
3. Point out reality – Parents/ Teachers are often surprised at how early it is possible to reason with a child. Even tiny 2-years olds can understand simple reasoning if you take the time and they’re in a receptive mood. Many children become frustrated because they want to do something but there isn’t enough time or space, or the right tools are not available. They become angry and aggressive because they do not understand these limitations. Parents and teachers should take the extra time required to explain the reality of the situation and point out what can be done within these limitations. For example: “I don’t have apple juice. Let’s look in the pantry and see what else we can find.” When you are reasoning with a child, it is important that the explanation be short and simple. A direct appeal for the child’s cooperation is often affective with older children. They like to please and be helpful and will usually listen to this direct pointing out of reality.
4. Be involved – To prevent problems effectively, you have to be involved parents or teachers. Your children ought to believe you have eyes in the back of your head. You don’t always have to give away your sources of information. All parents and teachers should establish joyful, loving, high-quality relationships with their children. Obviously, fighting, arguing, demeaning, yelling, ridiculing swearing, hitting and threatening are not conducive to such goal. Such behavior leads only to conflict. It is much better to prevent conflict if possible. However, in the interest of avoiding conflict in the future, current conflict needs to be dealt with and resolved. Unresolved conflict generally intensifies, resulting in a future explosion. How much better to solve it in the early stages. In order to avoid unnecessary conflict, a parent must understand the difference between discipline and punishment.
Punishment and Discipline
Punishment is a penalty imposed upon a child for doing something wrong. Punishment involves the experience of pain, loss, or suffering for a mistake a child has made. Teachers and parents usually punish with the intent to hurt a child (physically or emotionally) so that the child learn that it is painful to do what is wrong and thus choose (or be forced to choose) to do what is right. Parents as well as teachers often punish their children to satisfy their own anger. At other times, they punish because of a mistaken sense of justice that demands that children must pay a penalty for their “crimes”. The positive conclusion can mean the difference between punishment and discipline.
Punishment
Discipline
Punishment focuses on past misdeeds
Discipline focuses on future good deeds
Punishment looks for justice in order in order to balance the scales.
Discipline teaches a correct response and helps the child learn wisdom.
Punishment is negative
Discipline is positive
Punishment is motivated out of anger.
Discipline is motivated out of love.
Positive Ways of Guiding Children
There are several ways to use positive discipline. • One is to understand children and what to expect. • Another is to try to prevent the behavior you do not want. • A third is to show the children the right behavior by doing it yourself. • Using rewards with children is also a positive discipline method. • Another is looking for the cause of the misbehavior and trying to solve the problem. • Finally, if it is necessary to take action so that the child learns to stop doing something, natural and logical consequences can be very effective.
Roger 's Eight Protocols of Discipline:
1. Establish clearly the rights, rules, responsibilities with your class.
2. Intentionally minimise embarrassment and hostility.
3. Maximise students ' choice over behaviour.
4. Develop and maintain respect
5. Be aware that our expectations affect our behaviour as classroom leaders.
6. Maintain a judicious sense of humour.
7. Follow up and follow through (consistency).
8. Utilise wider support (peers, admin, parents).
Roger 's suggestions for Teacher Behaviour in Discipline:
Maintain eye contact.
Use a respectful voice tone (speak clearly and firmly).
Watch proximity (not too close or overbearing in body language).
Refer to the class fair rule. Avoid arguing, assert, take the student aside, give clear choice or follow up later
Use appropriate assertion (match teacher behaviour to level of disruption).
Creating a Discipline Plan
1) Tactical Ignoring of Behavior (TIB).
Rogers states that there are many low level disruptions that proceed from a students desire to gain attention, these may include calling out, sulking, throwing tantrums, persistent butting in, clowning, etc. He recommends that a teacher should tactically ignore such behaviours for as long as he/she deems necessary. Rogers proposes that TIB is a difficult step to utilise because of the frustration a teacher might feel when the attention seeking behaviour exists. A natural occurence is for a teacher to do something about these behaviours.
Rogers proposes that the purpose behind TIB is reinforcement. Teachers attend, notice and reinforce on-task behaviour, while at the same time looking past and around the disruptive students; treating the disruptions (for a time) as if they do not exist (negative reinforcement). He states that if a teacher always notices student 's off-task behaviour they tend to over-reinforce it. Students are aware when and why teachers are using TIB. TIB, of course, has to be balanced by giving positive reinforcement when such disruptors show on-task behaviour. Rogers states that when students are being tactically ignored, the teacher is giving a clue, a defacto choice to the disruptor, to get his/her attention the way the others are - reasonably on task.
2) Non-Verbal Messages (NVM).
Rogers states that a simple eye-message can convey that a teacher is annoyed, decisive, silently questioning, etc. Facial messages should be combined with our verbal communication to communicate assertion, annoyance, frustration, resolution, etc. A 'wink ' with a smile, can often be a useful 'OK ' message.
3) Simple Directions (SD).
Rogers explains that a simple direction should express a teacher 's intent clearly and simply, rather than getting involved in long-winded discussions. In all discipline, it is important to remember to use the student 's personal name. It mitigates, as it were, the discipline transaction, as does "Excuse me MichelleÉ" "Please" or "Thanks".
Rogers proposes the use of SDs early in a discipline transaction:
* Establish eye contact
* Speak clearly, firmly, briefly
* Repeat if necessary
* Expect compliance He also states that an SD is often a reminder to the student:
* "Paul, put the scissors away now!"
* "Maria, pack up the sewing machine please".
When giving a Simple Direction to a group, eye-sweep the whole group, then speak as if to two or three students.
4) Rule Restatements, Rule Reminders (RR)
Rogers proposes that with this step the teacher simply restates the rule to the student or quietly reminds them of the relevant rule. RRs can be employed one-to-one, to whole group, or to a small group. RRs remind the disrupting student/s of an established rule. A what question is an attempt to get some feedback from the student. Why questions are rarely helpful when a student is in a group. Rogers proposes that why questions are better used when taking the student aside or in contracting, conferencing steps. Most students say "nothing" in answer to a what question. At that point it is better to simply inform the student about what was heard or seen (teacher 's feedback to the student). 5) Distractions and Diversions (DD).
Rogers states that teachers can often anticipate a disruption or problem, they can then distract or direct the student. He suggests teachers can do this by:
* Inviting assistance.
* Asking a question.
* Simply moving close to the potential disruptor while working with other students who might be nearby.
* Asking them questions about their work.
* Giving them a task.
* Inviting another student to work with the disruptor.
* Asking the student to move before a possible disruption occurs.
6) Taking the Child/Student Aside (TCA).
Rogers suggests that with some students who are late, upset, teasing others, not settling down, etc. (after appropriate warning) should be called aside. He suggests that the teacher quietly call the child over from the group and speak to him/her away from others. He states that TCA minimises hostility and embarassment, gives time for a brief discussion and allows the student right of reply if they feel unjustly targeted. He also suggests that the teacher be sure that the child knows what he/she should be doing before he/she is asked to go back to their workplace, seat or group. If the child is upset it may be appropriate to have a cooling off period before resuming work. 7) Clear Desist or Command (CDC)
Rogers suggests that this step would only be used where the child is clearly engaged in significantly dangerous behaviour to themselves or to others.
8) Physical Intervention (PI).
Rogers warns that PI should be used with extreme digression and only in line with school policy and Education Department guidelines. Rogers further warns that we need to remember that corporal punishment has been abolished.
9) Assertive Message or Statement (AMS).
Rogers explains AMSs as the way teachers state their concerns or feelings about the disruption as it affects the rights of class members (including the teacher 's rights). AMss distinguish between the student and his/her action, Rogers cites an example of using what he calls "I" messages to convey the teacher 's feelings "Paul. I 'm really angry at what you have said. You do yourself no credit by swearing like that." AMs states one 's rights, or protects others ' rights by concentrating firmly and decisively on the effect of the disruption. AMSs can be addressed to the whole group, or on a one-to-one basis, but are most effective when used infrequently.
10) Isolation Within the Room (IWR)
Rogers proposes that when a student will not settle down at his/her regular seat he/she is given a choice (SC) to work quietly or move. He proposes that if the student continues to behave incorrectly, he/she is asked to move across to an isolation desk and work there. This is not a 'time-out ' but a form of logical consequence. 11) Blocking Statements (BS)
Rogers suggests that if a student argues, procrastinates or becomes tiresomely quarrelsome (the classroom lawyer), wanting to take the teacher everywhere rather than take responsibility, the teacher can repeat the SD, RR or SC. Rogers defines "Blocking ' as a verbal stratagem that reasserts a teacher 's fair direction using the same form of words -repetitively. Rogers cites some examples of using this "blocking" strategy, they are: * Teacher: "David, go back to your seat please."
* Student: " But I was just gettin ' a pencil!" (for the third time thinks the teacher).
* Teacher: "OK. Back to your seat please."
* Student: "You 're always picking on me" (teacher baiting time).
* Teacher: (Not drawn) "Just get back to your seat David."
Rogers recommends that if a student continues to procrastinate, the teacher ought to give these student a simple choice (SC). 12) Giving Simple Choices (SC).
Rogers states that empty threats are pointless. He further states that it is far better to put the student into a context where he/she has to choose the responsible alternative. Choices enable students towards some measure of self control. Roger states that it is important when using an SC that it be phrased as a choice, not a threat.
Rogers proposes that when a teacher gives a simple choice, he/she are saying that the situation is significantly disruptive; it is a form of final warning. Giving choices in conflict situations is also a way of defusing the conflict by putting the responsibility back onto the student. An example might be "Jason, if you won 't work by the fair rules of our room, we 'll have to ask you to leave". The teacher may add "It 's your choice."
13) Time Out in the Room (TOR)
Rogers states that the TOR is used to give the student time to cool off, settle down, or perhaps to experience isolation as a result of on-going disruption. It is time for the student to reflect on his/her behaviour during which they do nothing at the isolation desk, or in the case of a small child, a corner in the classroom. Students are made aware they can come back to their activity whenever they are ready to work by the fair rules.
Rogers warns that TOR is a serious step and should be used judiciously. The normal length of time out of the classroom is between 5 and 15 minutes. Rogers suggests using TOR prefaced with a simple choice. 14) Can I See You? (CISY)
Rogers recommends using CISY towards the end of the lesson, this is done to remind the student that you will keep them back to explain their behaviour. It is a way of following up and following through. It assures the student that the teacher is geniune and consistent.
15) Basic Contracting/Counselling Steps (CCS)
"What are you going to do about your behaviour Nathan?"
"What is your plan so you don 't our class rules?"
"How can I help you with a plan?"
By utilising the time out process, Rogers suggests that the student is given time to 'cool off ' and come up with an acceptable plan to deal with their behaviour. Contracts would then be affirmed and applied in line with behavioural (logical) consequences.
Rogers proposes that if the student is being dealt with outside of class (having been exited) then this approach to questioning is more effective because it focuses on a student 's responsibility. It can be combined with conflict resolution and reflective listening, but the final stages need to move to "What are you going to do about your behaviour?"
16) Exit Procedure (EOR)
When a student 's behaviour is so disruptive that other student 's rights are being infringed, or a teacher 's right to teach is being significantly disrupted, then a teacher may need to exit the student/s. Any exit procedure would have obviously been preceded by steps aimed at enabling the child to manage their own behaviour.
Rogers suggests that teachers may need to exit a student for: *Aggressive behaviour that will not settle down
* Fighting
* Continual disruptive noise or clowning around
* Dangerous behaviour
* Tantrum behaviour that will not settle down after appropriate ignoring
* Or any behaviour that overtly continues to disrupt the learning/ behaviour rights within the group.
Analysis
The word “discipline” often brings thoughts of punishment and scolding. The original Latin word related to discipline, though, means to “educate,” especially in matters of conduct. Childcare providers and parents are children’s first teachers. This means that discipline is a basic skill in childcare and parenting. A child needs to learn. He does not need to be afraid or feel pain. Studies have shown that physical punishment, such as hitting or slapping, and verbal abuse, does not work well. Children might learn what they should not do. But they won’t always learn what they should do instead. Children need help learning good behavior. This basic idea is central to effective childrearing. One way to judge is by how well a child has learned. If a child is doing more of the right things and fewer of the wrong things, it is working! Discipline makes misbehaving pupils aware of what is right or wrong as well as what is beneficial and harmful. Discipline teaches them that they do not exist by themselves and that they have to respect the rights and wishes of other pupils. Teachers need to discipline the misbehaving pupils not because they wish to control their freedom of speech and movement. Rather, teachers need to ensure the safety, health and peace of mind of the other well-behaved pupils. They need to correct mistakes before these become bad habits. Discipline must start at the early part of the school year, at best during the first week of classes. Otherwise, the misbehaving children, who do not control their movements or who are not aware of the consequences of their actions, may come to harm or bring harm to others. Teachers prevent discipline problems from occurring by investing in good classroom management techniques, such as planning effective lessons to meet the needs and interests of the students, managing classroom time during instruction, creating a positive learning environment, and finally establishing rules and procedures for smooth operation within the classroom. The better part of our teaching role is to lead, guide, direct and enable students to govern their behavior so that each student can cope with, even enjoy, their life within the social mix called school.
Reflection
My teaching experienced has been extremely beneficial. In my 17 years of teaching, it feels as though I have learned more about the field of education than I ever thought possible. Many of the educational practices and theories introduced to me were strongly reiterated while I was present in the classroom. However, I also learned new practices and teaching tips, and continue to learn with each passing day. While in the classroom, I also learned the importance of discipline. The first week of instruction is very important. A teacher must enforce his or her rules and be consistent. The moment that my students feel a certain amount of freedom or power, they will take more and more. I feel that once a teacher loses control of his or her classroom, it is almost impossible to regain. Thus, a teacher must always organized and in control. One of the greatest challenges that I faced while in the classroom was the fact that even though I as the teacher wanted each of my students to do well in my class, some of the students did not have that same desire. And as far as discipline strategies go, I can hardly remember my first year teaching, but I do remember some advice given to me by a very understanding Principal who could have given up on me: He pointed out that if you want kids to work neatly you must model neat work when you write on the chalkboard or present material to them in any way; be planned-it 's hard for experienced teachers to try to make it up as they go; ask someone for help when you get stuck, and don 't be too proud about asking; don 't drink to excess mid-week.
As teachers, we are in a state of perpetual revision. We revise our lesson plans, our classroom management strategies, our seating charts, and our teaching philosophy. The ability to do this with sincerity and courage—often in the moment—is essential to a teacher’s shelf life. Without that, we “go bad.” Undoubtedly you are familiar with the stench of teachers who have reached their expiration date. It ain’t pretty. To avoid this, we must make a life partner of revision. It is the natural preservative that keeps us fresh. This means looking inward and outward—reflecting on our own practice, and keeping an ear to the ground for what’s new (or old) in the world of education especially in terms of discipline. This research work will benefit the students: it will guide them to realize their individual differences regarding their behavior and attitudes. It helps the child know what to do right next time. It reestablishes the relationship, and encourages the child to do better, establish a clear conscience and try again. For our dear parents, I always heard a parent say, “Do as I say, not as I do”? Many adults say that, but children are more likely to do what adults do, not what they say. Children learn a lot by watching how adults behave. So it is important to watch yourself and what you do. If the adults smoke, the children might try to smoke. If the adults throw things when they are angry, the children will learn to act that way. Discuss with parents how they wish their children to behave. Share with them how to model appropriate behavior and encourage them to act the way they want their children to act. And for the teachers; It may help them to realize the different ways of discipline and how to discipline the children positively. It will create favorable attitudes of the teachers and students toward classroom conditions that will facilitate the attainment of instructional objectives. It may create favorable attitudes toward the development of self-control and cooperation as personal assets for the students and teachers. Then, it will create favorable attitudes toward authority. Remember wisdom and discipline are waiting to be awakened in the little child. Repression has been at work upon him, but his shell has not yet become hardened. Our efforts will not be in vain. School must give the child-spirit its charter, and room for expansion. At the same time the teacher must remember that the defensive reactions and inferior characteristics which the child has acquired are obstacles preventing the expansion of spiritual life, and that the child must free itself of these also. Lastly, children are gift from God so we must train them in the way they will go so that when they old they will not depart from it.
References:
Book:
Nancy Van Pelt, ( 2010) Train Up A Child ;The Stanborough Press Ltd., Grantham, Lincolnshire
Magazines:
Hood, Maryann Cavender. (Feb/March 2000) The Journal of Adventist Education 12501 Old Columbia Pike, Silver Spring, MD. Pp. 38- 40
Kuzma, Kay. (Jan/February 2005) Health and Home Vol. 46 No. 1 Philippine Publishing House, pp.8, 42-43
Satur, Josephine A.( August 2004)The Philippine Journal of Education Vol. LXXXIII No. PAPI Publishers Association of the Philippines, Inc. p. 108
Internet
Judith A. Myers-Walls, PhD, CFLE at jmyerswa@purdue.edu or at 765-494-2959
Rogers. W. A., 1989, Making a discipline plan, Thomas Nelson, Melbourne.
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References: Book: Nancy Van Pelt, ( 2010) Train Up A Child ;The Stanborough Press Ltd., Grantham, Lincolnshire Satur, Josephine A.( August 2004)The Philippine Journal of Education Vol. LXXXIII No. PAPI Publishers Association of the Philippines, Inc Rogers. W. A., 1989, Making a discipline plan, Thomas Nelson, Melbourne.
Subtitle: Classroom Discipline
A Research work
In Partial Fulfillment of the Requirements for the Course EMGT 210 - Human Behavior in Organization
TABLE OF CONTENTS Page
TITLE PAGE ……………………………………………………………………… 1
TABLE OF CONTENTS………………………………………………………….. 2
OBJECTIVES OF THE RESEARCH WORK………………………….……….. 3
TOPIC
INTRODUCTION…………………………………………………………………. 4 DISCUSSION Definition of Discipline…………………………………………………….. 5-6 Approaches to Discipline………………………………………………….. 6 Developmental Stages in Discipline…………………………………….... 6-7 Purposes of Discipline……………………………………………………… 7 Principles of Effective Discipline…………………………………………... 7-8 Discipline in the Classroom………………………………………………… 8-10 Improving Classroom Discipline…………………………………………… 11-12 Effective Discipline ………………………………………………………….. 12-13 Effective Classroom Management Prevent Discipline Problems………. 13 Disciplinary Shock Therapy………………………………………………… 13 Preventive Approach to Discipline…………………………………………. 13-14 Punishment and Discipline …………………………………………………. 15 Positive Way of Guiding Children ………………………………………….. 15 Roger’s Eight Protocols of Discipline ……………………………………… 16 Creating a Discipline Plan …………………………………………………… 16-22 ANALYSIS…………………………………………………………….. ………….… 22-23
REFLECTION………………………………………………………………………… 23-25
REFERENCES…………………………………………………………………….…… 25
OBJECTIVES OF THE RESEARCH WORK
After reading this research work, the readers are expected to:
1. Create favorable attitudes toward classroom conditions that will facilitate the attainment of instructional objectives.
2. Create favorable attitudes toward the development of self-control and cooperation as personal assets.
3. Create favorable attitudes toward authority.
Introduction
"The views of children have changed drastically throughout history. We 've gone from viewing children as little adults until just recently, understanding the developmental necessity that discipline serves. In the past, discipline was seen as means to control and mold children into obedient and socially successful women, who in turn become good wives and mothers. Little boys were raised to be strong, masculine, and intelligent leaders and protectors. Men were expected to become professionals typically in the same line of work as their fathers and bring home enough money to support the family. While similar goals exist today, there is more equality among the goal and expectations of men and women. Discipline is now aimed at raising socially, emotionally, and professionally intelligent individuals with more opportunity than before. Corporal punishment or spankings were popular in the past."
Research indicates that maintaining classroom discipline is one of the disturbing anxieties of pre service teachers. It is also a fact that even those who are already teaching find discipline a problem. Many well-planned lessons have failed because of disruptive behaviors of students. Fortunately, the skill of disciplining the class can be learned. As the teacher grows in experience, he learns the little classroom tricks that a teacher uses to maintain discipline. He learns the value of eye combat, preparation of good lessons, and the proper management of time.
This research work gives you suggestions, guidelines, and models to follow. Although these guidelines do not guarantee success, they will increase your probability of successful parents and teachers in terms of discipline.
DISCUSSION
Definition for Discipline
Training to ensure proper behavior: the practice or methods of teaching and enforcing acceptable patterns of behavior.
Order and control: a controlled orderly state, especially in a class of schoolchildren.
“Instant willingness and obedience to all orders, respect for authority, self reliance and teamwork. The ability to do the right even when no one is watching or suffer the consequences of guilt which produces pain in our bodies, through pain comes discipline.” –United…
“Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement”. Discipline consists of more than punishment, at the hand of authority, for wrongdoing. It includes self discipline; the regulation by a man of his own heart and mind, the cultivation of discernment, virtue and noble tastes and sentiments and the suppression of unbalanced passions, vice and mean dispositions. Discipline therefore, is a way of life. The undisciplined man is a slave to passion, luxury and sloth. He entertains dreams on a large scale but the reality of his existence is pathetic. On the other hand, the disciplined man is a free man. His judgment is sound because he is trained and experienced in responsible judgment. His means are independent. His life is free of the debilitating influence of vice. He is able to discern between that which seems good and that which is good. Although discipline does not consist merely of punishment, at the hand of authority, for wrongdoing, this external discipline is nevertheless very important, as an essential part in training the individual to be self-disciplined (by means of punishments, rewards and warnings). This is necessary and proper, both for the sake of the individual and society at large. This external discipline is necessary, for example, in schools, in order to induce the recalcitrant (stubborn/defiant) student to concentrate on his studies and observe proper behavior as well as to protect the other students from a corrupting and disruptive influence. A failure by authority to impose discipline leads to malcontent workers or soldiers militarily speaking. A lack in discipline from authority refracts a lack of discipline to lower peers. In order to correct this infraction with Discipline within the ranks is simple. Merely a soldier is made to do push up strengthening their bodies but not necessarily their minds. Physical exertion is merely just a small tool...
Approaches to Discipline
Training approach- This is also referred to as training model. This is in accordance with the Biblical passage which says "Train the child in the way he should go and when he gets old he will not depart from it.” It calls for a frequent repetition of good acts until they become habits. For instance, pupils, through constant training, acquire the habit of addressing their teacher, “Sir” or “Madam,” thereby inculcating respect for authority.
Behavior modification approach – This is also called the behavior modification model. Good behavior is reinforced and misbehavior discouraged. Ignore or with proper approach correct a bad act without any emotional outburst. Reformatory punishment may be used but never use severe scolding, rebuke, ridicule, nagging, personal indignities, or corporal punishment in front of the class. A private conference with the misbehaving pupil may be held where he is asked to formulate ways of improving the situation. Parents should be informed, whether verbal or written, of their children’s good behavior.
Developmental Stages in Discipline
Stage 1 -Pupils show unruliness, noise, inattention, disobedience, and other forms of . disciplinary problems that hamper successful completion of a lesson.
Stage 2 - With proper guidance, the pupils listen to admonition and abide by the rules of discipline.
Stage 3 - The pupils, realizing the importance of a well disciplined life, imbibe and Assimilate good disciplinary principles.
Stage 4 - Pupils develop competence in self-control and initiative in problem-solving thus becoming self-directed individuals.
Purposes of Discipline
The primary purpose of the teaching of discipline is the development of self discipline among pupils. Children should be taught and should develop desirable habits that will lead to self-discipline. The child should look upon himself as a worthy individual that has his place in this world and is expected to do something worthwhile. He should develop habits of self-study and self-reliance. The child should be encouraged to do his best before he seeks help elsewhere.
The greater purpose of discipline is to develop good moral character. Such character traits as obedience, responsibility, diligence, perseverance, fair play, respect for the opinion of others, and cheerfulness should be developed. Parents and teachers agree that pupils should be taught how to discipline themselves so that they can perform their function in society as respectable members.
Principles of Effective Discipline
1. The teacher must be responsible for his own principles of constructive discipline because students have a high respect for teachers who can control the class and can handle the class effectively. Disciplinary cases should be solved in the classroom. Only cases of theft, cheating, or violence should be brought to the principal. Minor disruptive behavior can be solved by the teacher.
2. The teacher should provide a wholesome atmosphere conductive to good discipline. The teacher should try to prevent undesirable behavior.
3. Effective discipline should aim for self-direction. Self-control should be developed in all subjects. Students should realize that in life, self-control is needed as no two individuals behave in the same manner. Everybody respects an individual who can control his temper and never allows his emotions to direct his actions.
4. Discipline must be vital, meaningful, sympathetic, and humane. The right of pupils should be respected. The dignity of the human being should be recognized especially in meting out punishments. Punishments should be humane and reasonable.
5. Effective discipline should be based on the tenets of democracy. The principles of general welfare, civil liberty, consent of the governed, appeal to reason should be learned and practiced in schools. The child should learn to subordinate his goals to the goals of the group. Self-denial for group welfare should be practiced by individual pupils.
Discipline in the Classroom
Classroom discipline is another aspect of classroom management. A good manager of the class does not only take care of the wholesome atmosphere and routine factors of the classroom, but he has to tackle also the more serious problem of discipline. Discipline refers to the means employed by the teachers for orderly behavior of pupils. Good order is a must in the classroom. The teacher teaches discipline just as he teaches an academic subject. Pupils want to live harmoniously with others and they know that to achieve this, they must learn to follow rules. Pupils realize that they learn effectively in classes that have rules and standards to follow.
Discipline is generally considered the number-one problem facing the classroom today. How can teachers maintain classroom control in the midst of concern about the decline of morals in society, which has led to violence, substance abuse, and pornography, just to name a few concerns? Listed below are eleven suggestions for improving discipline in the classroom gleaned from study and experiences of Maryann Cavender Hood.
1. Show genuine love and concern for each child. – Students deserve to be treated as individuals who will one day become useful members of society. Those who seem unlovely really need love and help most of all.
2. Help students understand the relevance of their classwork. – Often, if lessons don’t seem to relate to real life, students don’t see the reasons for learning the material and can become disruptive. If the teacher explain the purpose of the instruction, present it in bite-sized concepts, and don’t hand out routine busy work or mountains of unfamiliar homework, this frustration can be avoided. Help students see the relevance of a topic to have them write the lesson’s purpose in several complete sentences. They will more readily accept goals that they understand and can state in their own words.
3. Protect your classroom from needless interruptions and fund-raising – many valuable hours disappear in the maze of finding enough money to stock libraries or buy playground equipment and classroom supplies. Do not entertain the walk-ins and chatting parents because they are wasting much of your time.
4. Make learning exciting by giving teachers some freedom to operate within a community’s culture. – Let the pupils experience the outdoor education; have them a field trip, visits some centers (for example, home for the aged) give them small gifts and presenting programs or visits the school ground and examined the leaves, tree bark, rocks, beetle under dead logs and other items of interest.
5. Search for new ways to motivate students and enrich the learning enrichment. – A variety of options and hands –on activities can keep students busy while others finish their studies. Listening centers with headphones, reading nooks, arts and game centers, science tables and hobby corners can add insight to lessons taught, provide for different learning styles and prevent “the devil’s workshop”.
6. Establish a healthy regard for democratic procedure and majority rule while respecting the rights of the minority. – The teacher should emphasize to her students about respecting the beliefs of others. Teaching respect and regard for individuality is very important in the classroom.
7. Use the Bible, not only in religion and literature classes, but also to teach universal values and concepts and encourage self- discipline. – The bible itself will help us the true values that God’s want us to do with our students.
8. Develop an official set of guidelines and procedures for disruptive behavior and a sequence of steps to use in dealing with infractions. - The school should have a handbook with rules for discipline spelled out. It is necessary because children accept rules for the entire school more readily than they do from individual teachers.
9. Utilize peer counseling and discipline. – Students eagerly cooperate with their group to make their activity success. They are happy to work with partners cooperatively.
10. Be alert to teachable moments. – Lesson plans can be flexible enough to utilize unexpected happenings. (e. g. My 3rd graders blamed one boy tearing the flag. Later, another youngster asked me to come outside the door for a private talk. With tears tricking down his face, he whispered, “I’m so sorry. I tore the flag. I walked by, and my pencil got hung up in it.” I hugged him and replied, “That’s all right, Louis.” We walked back into the classroom and proud to say “Students, I’m so proud of Louis. He told me he tore the flag by accident. It took a lot of courage to tell the truth when he could have gotten away with a lie. Teach the class to tell always the truth.
11. Set a good example. – Remember to treat students as you would like to be treated. One proverbial saying I have taught my students is this: “What you do speaks so loudly I can’t hear what you say.” This works for the teacher as well as the students. Loving teachers point students to a better way of life and demonstrate proper role modeling in their day-by-day living. Take time for yourself, and to tend to your spiritual life. Remember, God hasn’t asked you to “go it alone.” He has promised to help you. Meditate, pray, and read inspirational materials that will help maintain a calm and gentle spirit.
Improving Classroom Discipline
1. Ignore some minor unacceptable behavior rather than pay attention to it. Example: occasional whispering, coming late to class, failure to pass homework, etc. can be left unnoticed or deliberately ignored. If these actions are not done habitually, they can be ignored. It is only when the action is repeated that attention should be given to the perpetrator.
2. Keep everybody busy with activities in the classroom. When lessons are planned, the teacher must see to it that there are enough activities to last during the lesson. The students can be a nuisance. In giving seatwork, see to it that additional exercises are provided the fast learners. Books in many subjects can be borrowed from the library and placed on the library table. The teacher can announce that the books will be read by those who have finished their seatwork.
3. Prevent the occurrence of the disruptive behavior. An ounce of prevention is worth a pound of cure, so the saying goes. This means that as much as possible teachers should anticipate these disruptive behaviors and seek to prevent their occurrence. For example, in a contest, asking pupils to answer one by one is better than asking them to answer in chorus.
4. Aggressive behavior should be solved by positive measures. Punishments are hardly effective with this type of behavior. Some positive measures are: personal conferences with pupils and parents, giving disorderly pupils special duties or responsibilities, keeping everybody busy, proper motivation, use of devices, loss of privileges, isolation from class temporarily, and change of activity.
5. Never punish the whole class for the offense of a few. Punishment, if commensurate is welcome, but when the whole class is punished because no one will point to or name the culprit, the innocent are actually being punished. This is a procedure students hate very much.
6. Do not use corporal punishment. In the Philippines, corporal punishment is not allowed.
7. Be genuinely interested in the problems of your pupils. Talk with your pupils often and try to help them with their problems. Especially in high school where students face problems, teachers should be made available to all who need someone to listen to their problems.
8. Remember that personality has a great impact on the behavior of pupils. Dress and behave as becomes a teacher. Be genial, amiable, friendly with your pupils, but always maintain a dignified reserve. Pupils admire teachers who command their respect. Avoid gossip. Above all, learn to smile. A smile can disarm the most hardened offender.
9. Above all, be a good classroom manager. Care of routine and maintenance of discipline are aspects of classroom management.
Effective Discipline
Effective discipline is described as teaching students self-control. In fact, punishment as a form of discipline to gain control is a last resort (Cummings, 2000). Cummings states “our goal is to establish a community of learners who feel bonded and connected; such a community exhibits self-discipline and perseverance and takes responsibility for learning.” I completely agree. Giving students the ability to bond and connect with other students on the same level is a great asset to any classroom. This asset is something that can foster learning and take it to the next level. The not-so-surprising finding that “the more time students spend on task, the more likely they are to master that task” seems to dictate that we should devote our time to the standards, not to teaching self-control. (Cummings, 2000)
Standards tell us where we’re going; what students should learn. They don’t tell us how to get there. Classroom management has the greatest effect on student learning, as compared with other factors including cognitive processes, home environment and parental support, school culture, curriculum design, and school demographics. Teachers need to anticipate what skills and work habits students need so that they can demonstrate high levels of performance on state and national standards. The proactive teacher teaches self-control first before content standards. (Cummings, 2000)
Effective Classroom Management Prevent Discipline Problems
Teachers prevent discipline problems from occurring by investing in good classroom management techniques, such as planning effective lessons to meet the needs and interests of the students, managing classroom time during instruction, creating a positive learning environment, and finally establishing rules and procedures for smooth operation within the classroom. (Effective classroom management has proven to be rewarding to the success of teachers and students. In contrast, poor management of classroom routines and procedures takes up valuable instruction time and encourages students to misbehave).
Disciplinary Shock Therapy
1. Positive shock therapy – Is highly recommended techniques. Surprise your children. When they expect you to be angry, smile and willingly forgive. When a spanking is expected, take your child in your lap and cuddle instead. When the child expects to be sent to the time-out room or chair, offer your help in picking up the mess that was made. You’ll be pleasantly surprised by the effect of such unexpected parental behavior.
Caution: Positive shock therapy works, but only if it’s used sparingly. For the most part, children need consistent limits, consequences, and other forms of discipline and training to help them learn acceptable behavior. But once in a while a big, positive surprise can work wonders.
2. Negative shock therapy – Spanking is a negative shock technique. It can be effective to get your child’s attention concerning the seriousness of the offense, but the more frequently a spanking is used, the less effective it becomes.
Preventive Approach to Discipline
1. Touch control – Touch is a powerful tool in preventing behavior problems. If you see frustration building, sometimes a gentle pat, an embrace, or simply placing a hand on your child’s shoulder before things explode will serve as a reminder that you are near and will help the child if help is needed. Properly timed, your touch may prevent children from becoming unmanageably aggressive.
2. Diversion – When your child becomes frustrated and can’t seem to handle the situation even with adult help, diversion to another closely related activity may help. While they are too young to reason with, divert their minds as best you can. It was very reassuring to know that I didn’t have to solve every problem but could simply divert attention to avoid conflict. For example, your child wants a toy another child has. Before it comes to a fight, find a similar toy and make a big deal about how wonderful it is.
3. Point out reality – Parents/ Teachers are often surprised at how early it is possible to reason with a child. Even tiny 2-years olds can understand simple reasoning if you take the time and they’re in a receptive mood. Many children become frustrated because they want to do something but there isn’t enough time or space, or the right tools are not available. They become angry and aggressive because they do not understand these limitations. Parents and teachers should take the extra time required to explain the reality of the situation and point out what can be done within these limitations. For example: “I don’t have apple juice. Let’s look in the pantry and see what else we can find.” When you are reasoning with a child, it is important that the explanation be short and simple. A direct appeal for the child’s cooperation is often affective with older children. They like to please and be helpful and will usually listen to this direct pointing out of reality.
4. Be involved – To prevent problems effectively, you have to be involved parents or teachers. Your children ought to believe you have eyes in the back of your head. You don’t always have to give away your sources of information. All parents and teachers should establish joyful, loving, high-quality relationships with their children. Obviously, fighting, arguing, demeaning, yelling, ridiculing swearing, hitting and threatening are not conducive to such goal. Such behavior leads only to conflict. It is much better to prevent conflict if possible. However, in the interest of avoiding conflict in the future, current conflict needs to be dealt with and resolved. Unresolved conflict generally intensifies, resulting in a future explosion. How much better to solve it in the early stages. In order to avoid unnecessary conflict, a parent must understand the difference between discipline and punishment.
Punishment and Discipline
Punishment is a penalty imposed upon a child for doing something wrong. Punishment involves the experience of pain, loss, or suffering for a mistake a child has made. Teachers and parents usually punish with the intent to hurt a child (physically or emotionally) so that the child learn that it is painful to do what is wrong and thus choose (or be forced to choose) to do what is right. Parents as well as teachers often punish their children to satisfy their own anger. At other times, they punish because of a mistaken sense of justice that demands that children must pay a penalty for their “crimes”. The positive conclusion can mean the difference between punishment and discipline.
Punishment
Discipline
Punishment focuses on past misdeeds
Discipline focuses on future good deeds
Punishment looks for justice in order in order to balance the scales.
Discipline teaches a correct response and helps the child learn wisdom.
Punishment is negative
Discipline is positive
Punishment is motivated out of anger.
Discipline is motivated out of love.
Positive Ways of Guiding Children
There are several ways to use positive discipline. • One is to understand children and what to expect. • Another is to try to prevent the behavior you do not want. • A third is to show the children the right behavior by doing it yourself. • Using rewards with children is also a positive discipline method. • Another is looking for the cause of the misbehavior and trying to solve the problem. • Finally, if it is necessary to take action so that the child learns to stop doing something, natural and logical consequences can be very effective.
Roger 's Eight Protocols of Discipline:
1. Establish clearly the rights, rules, responsibilities with your class.
2. Intentionally minimise embarrassment and hostility.
3. Maximise students ' choice over behaviour.
4. Develop and maintain respect
5. Be aware that our expectations affect our behaviour as classroom leaders.
6. Maintain a judicious sense of humour.
7. Follow up and follow through (consistency).
8. Utilise wider support (peers, admin, parents).
Roger 's suggestions for Teacher Behaviour in Discipline:
Maintain eye contact.
Use a respectful voice tone (speak clearly and firmly).
Watch proximity (not too close or overbearing in body language).
Refer to the class fair rule. Avoid arguing, assert, take the student aside, give clear choice or follow up later
Use appropriate assertion (match teacher behaviour to level of disruption).
Creating a Discipline Plan
1) Tactical Ignoring of Behavior (TIB).
Rogers states that there are many low level disruptions that proceed from a students desire to gain attention, these may include calling out, sulking, throwing tantrums, persistent butting in, clowning, etc. He recommends that a teacher should tactically ignore such behaviours for as long as he/she deems necessary. Rogers proposes that TIB is a difficult step to utilise because of the frustration a teacher might feel when the attention seeking behaviour exists. A natural occurence is for a teacher to do something about these behaviours.
Rogers proposes that the purpose behind TIB is reinforcement. Teachers attend, notice and reinforce on-task behaviour, while at the same time looking past and around the disruptive students; treating the disruptions (for a time) as if they do not exist (negative reinforcement). He states that if a teacher always notices student 's off-task behaviour they tend to over-reinforce it. Students are aware when and why teachers are using TIB. TIB, of course, has to be balanced by giving positive reinforcement when such disruptors show on-task behaviour. Rogers states that when students are being tactically ignored, the teacher is giving a clue, a defacto choice to the disruptor, to get his/her attention the way the others are - reasonably on task.
2) Non-Verbal Messages (NVM).
Rogers states that a simple eye-message can convey that a teacher is annoyed, decisive, silently questioning, etc. Facial messages should be combined with our verbal communication to communicate assertion, annoyance, frustration, resolution, etc. A 'wink ' with a smile, can often be a useful 'OK ' message.
3) Simple Directions (SD).
Rogers explains that a simple direction should express a teacher 's intent clearly and simply, rather than getting involved in long-winded discussions. In all discipline, it is important to remember to use the student 's personal name. It mitigates, as it were, the discipline transaction, as does "Excuse me MichelleÉ" "Please" or "Thanks".
Rogers proposes the use of SDs early in a discipline transaction:
* Establish eye contact
* Speak clearly, firmly, briefly
* Repeat if necessary
* Expect compliance He also states that an SD is often a reminder to the student:
* "Paul, put the scissors away now!"
* "Maria, pack up the sewing machine please".
When giving a Simple Direction to a group, eye-sweep the whole group, then speak as if to two or three students.
4) Rule Restatements, Rule Reminders (RR)
Rogers proposes that with this step the teacher simply restates the rule to the student or quietly reminds them of the relevant rule. RRs can be employed one-to-one, to whole group, or to a small group. RRs remind the disrupting student/s of an established rule. A what question is an attempt to get some feedback from the student. Why questions are rarely helpful when a student is in a group. Rogers proposes that why questions are better used when taking the student aside or in contracting, conferencing steps. Most students say "nothing" in answer to a what question. At that point it is better to simply inform the student about what was heard or seen (teacher 's feedback to the student). 5) Distractions and Diversions (DD).
Rogers states that teachers can often anticipate a disruption or problem, they can then distract or direct the student. He suggests teachers can do this by:
* Inviting assistance.
* Asking a question.
* Simply moving close to the potential disruptor while working with other students who might be nearby.
* Asking them questions about their work.
* Giving them a task.
* Inviting another student to work with the disruptor.
* Asking the student to move before a possible disruption occurs.
6) Taking the Child/Student Aside (TCA).
Rogers suggests that with some students who are late, upset, teasing others, not settling down, etc. (after appropriate warning) should be called aside. He suggests that the teacher quietly call the child over from the group and speak to him/her away from others. He states that TCA minimises hostility and embarassment, gives time for a brief discussion and allows the student right of reply if they feel unjustly targeted. He also suggests that the teacher be sure that the child knows what he/she should be doing before he/she is asked to go back to their workplace, seat or group. If the child is upset it may be appropriate to have a cooling off period before resuming work. 7) Clear Desist or Command (CDC)
Rogers suggests that this step would only be used where the child is clearly engaged in significantly dangerous behaviour to themselves or to others.
8) Physical Intervention (PI).
Rogers warns that PI should be used with extreme digression and only in line with school policy and Education Department guidelines. Rogers further warns that we need to remember that corporal punishment has been abolished.
9) Assertive Message or Statement (AMS).
Rogers explains AMSs as the way teachers state their concerns or feelings about the disruption as it affects the rights of class members (including the teacher 's rights). AMss distinguish between the student and his/her action, Rogers cites an example of using what he calls "I" messages to convey the teacher 's feelings "Paul. I 'm really angry at what you have said. You do yourself no credit by swearing like that." AMs states one 's rights, or protects others ' rights by concentrating firmly and decisively on the effect of the disruption. AMSs can be addressed to the whole group, or on a one-to-one basis, but are most effective when used infrequently.
10) Isolation Within the Room (IWR)
Rogers proposes that when a student will not settle down at his/her regular seat he/she is given a choice (SC) to work quietly or move. He proposes that if the student continues to behave incorrectly, he/she is asked to move across to an isolation desk and work there. This is not a 'time-out ' but a form of logical consequence. 11) Blocking Statements (BS)
Rogers suggests that if a student argues, procrastinates or becomes tiresomely quarrelsome (the classroom lawyer), wanting to take the teacher everywhere rather than take responsibility, the teacher can repeat the SD, RR or SC. Rogers defines "Blocking ' as a verbal stratagem that reasserts a teacher 's fair direction using the same form of words -repetitively. Rogers cites some examples of using this "blocking" strategy, they are: * Teacher: "David, go back to your seat please."
* Student: " But I was just gettin ' a pencil!" (for the third time thinks the teacher).
* Teacher: "OK. Back to your seat please."
* Student: "You 're always picking on me" (teacher baiting time).
* Teacher: (Not drawn) "Just get back to your seat David."
Rogers recommends that if a student continues to procrastinate, the teacher ought to give these student a simple choice (SC). 12) Giving Simple Choices (SC).
Rogers states that empty threats are pointless. He further states that it is far better to put the student into a context where he/she has to choose the responsible alternative. Choices enable students towards some measure of self control. Roger states that it is important when using an SC that it be phrased as a choice, not a threat.
Rogers proposes that when a teacher gives a simple choice, he/she are saying that the situation is significantly disruptive; it is a form of final warning. Giving choices in conflict situations is also a way of defusing the conflict by putting the responsibility back onto the student. An example might be "Jason, if you won 't work by the fair rules of our room, we 'll have to ask you to leave". The teacher may add "It 's your choice."
13) Time Out in the Room (TOR)
Rogers states that the TOR is used to give the student time to cool off, settle down, or perhaps to experience isolation as a result of on-going disruption. It is time for the student to reflect on his/her behaviour during which they do nothing at the isolation desk, or in the case of a small child, a corner in the classroom. Students are made aware they can come back to their activity whenever they are ready to work by the fair rules.
Rogers warns that TOR is a serious step and should be used judiciously. The normal length of time out of the classroom is between 5 and 15 minutes. Rogers suggests using TOR prefaced with a simple choice. 14) Can I See You? (CISY)
Rogers recommends using CISY towards the end of the lesson, this is done to remind the student that you will keep them back to explain their behaviour. It is a way of following up and following through. It assures the student that the teacher is geniune and consistent.
15) Basic Contracting/Counselling Steps (CCS)
"What are you going to do about your behaviour Nathan?"
"What is your plan so you don 't our class rules?"
"How can I help you with a plan?"
By utilising the time out process, Rogers suggests that the student is given time to 'cool off ' and come up with an acceptable plan to deal with their behaviour. Contracts would then be affirmed and applied in line with behavioural (logical) consequences.
Rogers proposes that if the student is being dealt with outside of class (having been exited) then this approach to questioning is more effective because it focuses on a student 's responsibility. It can be combined with conflict resolution and reflective listening, but the final stages need to move to "What are you going to do about your behaviour?"
16) Exit Procedure (EOR)
When a student 's behaviour is so disruptive that other student 's rights are being infringed, or a teacher 's right to teach is being significantly disrupted, then a teacher may need to exit the student/s. Any exit procedure would have obviously been preceded by steps aimed at enabling the child to manage their own behaviour.
Rogers suggests that teachers may need to exit a student for: *Aggressive behaviour that will not settle down
* Fighting
* Continual disruptive noise or clowning around
* Dangerous behaviour
* Tantrum behaviour that will not settle down after appropriate ignoring
* Or any behaviour that overtly continues to disrupt the learning/ behaviour rights within the group.
Analysis
The word “discipline” often brings thoughts of punishment and scolding. The original Latin word related to discipline, though, means to “educate,” especially in matters of conduct. Childcare providers and parents are children’s first teachers. This means that discipline is a basic skill in childcare and parenting. A child needs to learn. He does not need to be afraid or feel pain. Studies have shown that physical punishment, such as hitting or slapping, and verbal abuse, does not work well. Children might learn what they should not do. But they won’t always learn what they should do instead. Children need help learning good behavior. This basic idea is central to effective childrearing. One way to judge is by how well a child has learned. If a child is doing more of the right things and fewer of the wrong things, it is working! Discipline makes misbehaving pupils aware of what is right or wrong as well as what is beneficial and harmful. Discipline teaches them that they do not exist by themselves and that they have to respect the rights and wishes of other pupils. Teachers need to discipline the misbehaving pupils not because they wish to control their freedom of speech and movement. Rather, teachers need to ensure the safety, health and peace of mind of the other well-behaved pupils. They need to correct mistakes before these become bad habits. Discipline must start at the early part of the school year, at best during the first week of classes. Otherwise, the misbehaving children, who do not control their movements or who are not aware of the consequences of their actions, may come to harm or bring harm to others. Teachers prevent discipline problems from occurring by investing in good classroom management techniques, such as planning effective lessons to meet the needs and interests of the students, managing classroom time during instruction, creating a positive learning environment, and finally establishing rules and procedures for smooth operation within the classroom. The better part of our teaching role is to lead, guide, direct and enable students to govern their behavior so that each student can cope with, even enjoy, their life within the social mix called school.
Reflection
My teaching experienced has been extremely beneficial. In my 17 years of teaching, it feels as though I have learned more about the field of education than I ever thought possible. Many of the educational practices and theories introduced to me were strongly reiterated while I was present in the classroom. However, I also learned new practices and teaching tips, and continue to learn with each passing day. While in the classroom, I also learned the importance of discipline. The first week of instruction is very important. A teacher must enforce his or her rules and be consistent. The moment that my students feel a certain amount of freedom or power, they will take more and more. I feel that once a teacher loses control of his or her classroom, it is almost impossible to regain. Thus, a teacher must always organized and in control. One of the greatest challenges that I faced while in the classroom was the fact that even though I as the teacher wanted each of my students to do well in my class, some of the students did not have that same desire. And as far as discipline strategies go, I can hardly remember my first year teaching, but I do remember some advice given to me by a very understanding Principal who could have given up on me: He pointed out that if you want kids to work neatly you must model neat work when you write on the chalkboard or present material to them in any way; be planned-it 's hard for experienced teachers to try to make it up as they go; ask someone for help when you get stuck, and don 't be too proud about asking; don 't drink to excess mid-week.
As teachers, we are in a state of perpetual revision. We revise our lesson plans, our classroom management strategies, our seating charts, and our teaching philosophy. The ability to do this with sincerity and courage—often in the moment—is essential to a teacher’s shelf life. Without that, we “go bad.” Undoubtedly you are familiar with the stench of teachers who have reached their expiration date. It ain’t pretty. To avoid this, we must make a life partner of revision. It is the natural preservative that keeps us fresh. This means looking inward and outward—reflecting on our own practice, and keeping an ear to the ground for what’s new (or old) in the world of education especially in terms of discipline. This research work will benefit the students: it will guide them to realize their individual differences regarding their behavior and attitudes. It helps the child know what to do right next time. It reestablishes the relationship, and encourages the child to do better, establish a clear conscience and try again. For our dear parents, I always heard a parent say, “Do as I say, not as I do”? Many adults say that, but children are more likely to do what adults do, not what they say. Children learn a lot by watching how adults behave. So it is important to watch yourself and what you do. If the adults smoke, the children might try to smoke. If the adults throw things when they are angry, the children will learn to act that way. Discuss with parents how they wish their children to behave. Share with them how to model appropriate behavior and encourage them to act the way they want their children to act. And for the teachers; It may help them to realize the different ways of discipline and how to discipline the children positively. It will create favorable attitudes of the teachers and students toward classroom conditions that will facilitate the attainment of instructional objectives. It may create favorable attitudes toward the development of self-control and cooperation as personal assets for the students and teachers. Then, it will create favorable attitudes toward authority. Remember wisdom and discipline are waiting to be awakened in the little child. Repression has been at work upon him, but his shell has not yet become hardened. Our efforts will not be in vain. School must give the child-spirit its charter, and room for expansion. At the same time the teacher must remember that the defensive reactions and inferior characteristics which the child has acquired are obstacles preventing the expansion of spiritual life, and that the child must free itself of these also. Lastly, children are gift from God so we must train them in the way they will go so that when they old they will not depart from it.
References:
Book:
Nancy Van Pelt, ( 2010) Train Up A Child ;The Stanborough Press Ltd., Grantham, Lincolnshire
Magazines:
Hood, Maryann Cavender. (Feb/March 2000) The Journal of Adventist Education 12501 Old Columbia Pike, Silver Spring, MD. Pp. 38- 40
Kuzma, Kay. (Jan/February 2005) Health and Home Vol. 46 No. 1 Philippine Publishing House, pp.8, 42-43
Satur, Josephine A.( August 2004)The Philippine Journal of Education Vol. LXXXIII No. PAPI Publishers Association of the Philippines, Inc. p. 108
Internet
Judith A. Myers-Walls, PhD, CFLE at jmyerswa@purdue.edu or at 765-494-2959
Rogers. W. A., 1989, Making a discipline plan, Thomas Nelson, Melbourne.
.
References: Book: Nancy Van Pelt, ( 2010) Train Up A Child ;The Stanborough Press Ltd., Grantham, Lincolnshire Satur, Josephine A.( August 2004)The Philippine Journal of Education Vol. LXXXIII No. PAPI Publishers Association of the Philippines, Inc Rogers. W. A., 1989, Making a discipline plan, Thomas Nelson, Melbourne.
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