Creating The Positive Learning Environment

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

One central question that is raised throughout this discussion is the objective of the discipline; whether disciplinary measures should be used to punish or embarrass students, or whether it needs to reinforce and teach them why their behavior is wrong. This then relates to the

My philosophy of classroom management is that the management of elementary classrooms require several things.  Among patience, determination and motivation are: flexibility, careful planning and consistency.  A well-managed classroom did not get well-managed without a teacher who planned, had a flexible vision and was determined.  Any new teacher, who is asked, will say they want a classroom with as few behavioral problems as possible as well as one that is easily manageable.  But any experienced teacher, who is asked, will tell those new teachers that classrooms do not come "well managed".  They have to be made into well-managed classrooms.  These experienced teachers would also encourage by saying

HOW TEACHERS CAN AVOID CONTRIBUTING TO DISCIPLINE PROBLEMS IN SCHOOLS: COULD I BE PART OF THE PROBLEM? (2014). National Forum of Educational Administration & Supervision Journal (pp. 64-70). National Forum Journals

“You have taken away the discretion of from the teachers and the principles to be able to control their classrooms,” said Malliotakis. “Now you have an environment where students feel they can bring weapons in the classrooms, drugs to schools, they can bully other students, they can disrespect their teachers. We need to restore discipline in the classroom”

There are many problems that new teachers face in the classroom and many were unexpected to me and I was unprepared. Class sizes were large, classes were diverse and funding was scarce. The largest problem I encountered was finding solutions for dealing with misbehaved students. The Tough Kid was written to address these problems and guide new teachers in the classroom. The authors state the many problems of discipline and classroom management for new teachers and provide a guide or as they say “cookbook” for all teachers to follow. Most of the discipline issues are from the unpreparedness of the teacher. This was definitely a skill I did not have when I started the job as I wasn’t prepared for the forty-eight students that would be arrested over the course of the year. The chapters of this book show tactics, lessons, and practical information that gives you an opportunity to keep your students disciplined and engaged.

I thought your article was interesting. I agree creating a positive learning environment is beneficial for all students. I think if teachers do not create a positive learning environment then students’ are not learning at their best ability. I think building a strong relationship with students along with a creating a positive environment can help students succeed.

Every year, thousands of students are subjected to harsh punishment in public schools. Despite of heating them they are also suspended and arrested for small reasons. Let’s just talk about two days ago I was just going through my facebook feed and i saw that one teacher broke a 9 year old's jaw for disrupting a class. This kind of hardship is not only harmful to student but it also has a tremendous affect on their future. In “The Unintended Consequences of Taking a Hard Line on Discipline,” by Clyde Haberman talks about two different systems of punishment and their effects on students lives.

Regarding discipline, I believe that many teachers choose a "one size fits all" approach when handling the behaviors of their students. However, just as each student learns differently, I believe each student reacts differently when disciplined within the classroom. What may work with one student may not necessarily work with another, and each teacher has to be aware of that when entering this profession. However, regardless of how a student may react to discipline, accountability for their actions is absolutely crucial. I believe that accountability is one of the most important aspects of discipline you can instill in a child. In many households, disciplining children is dealt with negatively, aggressively, or simply not at all, and many students don't believe that they should be held accountable for what they choose to do.

Conscious Discipline is a classroom management and social/emotional intelligence program designed to empower both teachers and students in their daily lives.The program was developed by Rebecca Bailey, Ph. D, who made it her mission to “find a better way” for teachers to handle students in their classrooms. According to Bailey, Conscious Discipline shifts “from a traditional compliance model of discipline to a relationship-based, community model,” (2011, page 11). Bailey explains, the “traditional model of discipline is founded on rules. The rules are upheld through consequences. The goal of the consequences is to obtain obedience. Those who are compliant are rewarded. Those who aren’t are punished… Fear

The education system in the United States has puzzled over the issue of school violence and discipline since the awful consequence of punitive disciplines at schools based on the zero-tolerance police became widely known. At the same time, many people have started analyzing the matter from unique perspectives and sharing opinions with others to form concrete solutions in the future. I selected two articles which argue about school violence and discipline from completely different viewpoints. Comparing these different points of view helps to cultivate a better understanding of the overview of this problem.

It is a fact that classroom management and discipline has always been a challenge to pre-service teachers as they do not know and have not acquired the necessary skills to deal with unruly learners effectively. Often so, teachers in service use strategies that are incorrect or rather unacceptable; whether this is done intentionally or under certain desperation to gain control and respect of the learners. It is prevalent across the globe. Although the South African system has used corporal punishment for many years to maintain discipline and management in the classroom; there have always been other alternative ways which are effective and better as opposed to the harsh way of discipline. The Constitution of South Africa specifically banned the use of this harsh treatment because of the awareness that children are vulnerable and defenceless; therefore they are the ones who are at risk of being victims of crime, beatings and psychological trauma that are an ultimate result of being bullied by adults. My claim is that strategies used to maintain classrooms in public schools are not acceptable if they cause a negative effect to the development of our children. And I will argue that there are other alternatives that could be used to make sure that the classes run smooth and without causing any intimidation to either the learners or teachers in this industry, as the South African Journal of Education mentions that

Creating a positive, productive classroom environment can be really hard, especially for new teachers. Without good behavior management, students cannot learn to their full potential. When I have a classroom of my own, I will have several behavior goals for my students. I want to set up a classroom contract that lists all of the classroom expectations and one of my main goals is to have students follow this contract. I also want my students to respect one another and me and take ownership of their behaviors. Another behavior goal is to have my students focus on their own work and to not disturb the other students who are learning. No matter what grade I teach, another goal of mine is to have my students behave, even when I

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Misbehavior is an opportunity to show the student that the teacher believes they are capable of a higher standard. The objective of discipline is not to punish but rather to teach the student to act differently in the future by imposing an unwanted consequence based on unacceptable behavior. Punishment alone without the goal of retraining student behavior may cause resentment and further problems down the road. (Charles, 2008)