Discipline vs. Management
Discipline and Management: Different Yet Related
Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom. Classroom management focuses on the way the classroom is run. It is proactive and requires preparation on the front end before activities begin. Classroom management is initiated by the teacher and the students react appropriately. Classroom management allows procedures, in the classroom to remain structured and to run smoothly. As the teacher instills proper classroom procedure the students are able to relax and enjoy the structure of their learning environment. (Cantor, 2006) Classroom management is most effective when procedures are explained to students, put into practice by students, and reinforced by the teacher. In order for students to learn in an efficient and consistent manner classroom management is essential. Classroom management is the unsung hero of the learning environment. One might hardly notice when classroom management is good, but when classroom management is bad it is impossible to ignore. (Cantor, 2006) Discipline, on the other hand, is a reactive process. Discipline is initiated by the student and the teacher reacts accordingly. A good discipline program must fit well into the teacher’s classroom management program. Discipline is the process of managing student impulses. While classroom management is a tool that maintains order, classroom discipline is a tool that teaches and is designed to help the students learn a new behavior. (Charles, 2008) In order to discipline effectively, a teacher must remain calm and avoid the mistake of taking the misbehavior
Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom. Classroom management focuses on the way the classroom is run. It is proactive and requires preparation on the front end before activities begin. Classroom management is initiated by the teacher and the students react appropriately. Classroom management allows procedures, in the classroom to remain structured and to run smoothly. As the teacher instills proper classroom procedure the students are able to relax and enjoy the structure of their learning environment. (Cantor, 2006) Classroom management is most effective when procedures are explained to students, put into practice by students, and reinforced by the teacher. In order for students to learn in an efficient and consistent manner classroom management is essential. Classroom management is the unsung hero of the learning environment. One might hardly notice when classroom management is good, but when classroom management is bad it is impossible to ignore. (Cantor, 2006) Discipline, on the other hand, is a reactive process. Discipline is initiated by the student and the teacher reacts accordingly. A good discipline program must fit well into the teacher’s classroom management program. Discipline is the process of managing student impulses. While classroom management is a tool that maintains order, classroom discipline is a tool that teaches and is designed to help the students learn a new behavior. (Charles, 2008) In order to discipline effectively, a teacher must remain calm and avoid the mistake of taking the misbehavior
References: Canter, L. (2006). Lee Canter 's classroom management for academic success. Bloomington, IN: Solution Tree. Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Allyn & Bacon. Ross, D., & Frey, N. (2009). Learners Need Purposeful and Systematic Instruction. Journal of Adolescent & Adult Literacy, 53(1), 75-78. Retrieved from Education Research Complete database.