Discipline In Classroom Management And Classroom Management

Are you a teacher, administrator, or school counselor struggling with discipline in your school? Do rules, power struggles, and stress invade your everyday life? In the classroom, does it seem like your needs do not matter? If you answered yes to any of these questions, then Curwin, Mendler, and Mendler’s classroom management book, “Discipline with Dignity: New Challenges, New Solutions” (2008), may be the tool for you.

Every human being has been disciplined at some point of their life. The term discipline can be defined as to teach knowledge and skills; however, it is often equated to punish and control in parenthood. The different ways to discipline a child has been a hot subject since the early times of the biblical period. Many states in the United States had created laws to protect children from child abuse. In the last decade child abuse has been on a rapidly growing issue. The goal of parenting is to provide a child with the necessaries and emotional care to further their physical, emotional and social devolvement. This can be a challenging task to meet because every parent has their own discipline method to get their child fit for the real world, so they can be successful in life. The five discipline methods are time out, Logical Consequences, Natural Consequences, Withholding Privilege, and disciplinary spanking. Although many parents believe that disciplinary spanking is the best discipline method for a child, but many studies shown that it should not be practiced due to acting out of rage and can have future problems in a child adulthood.

During this assignment I’ll conduct a philosophy of classroom engagement and management in different categories.

Some people don’t think that discipline is an issue. For example, Nick said that the discipline system is “effective.” However, others like Mason and Jacob, thought that it was a serious issue in our school. When asked, Jacob said “I don’t think it is teaching the kids that there are consequences

“Parental discipline is a method for teaching self-control and adapted, acceptable behavior (Papalia, Olds, & Feldman, 2008), where parents can opt for punitive as well as nonpunitive methods (Socolar et al., 2007; Socolar et al., 2005; Straus & Fauchier, 2007). In this light, disciplining children is regarded as a preventive and a corrective parental method by which parents try to limit the unacceptable behavior of their children” (Straus & Fauchier, 2007).

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.

Teachers have the ability to set up classroom rules to help maintain the structure with behaviors in the classroom. Bill Rogers, affectionately know as Mr. Rogers, has many effective techniques and approaches to classroom management, from prevention and positive correction to consequences. He does not advocate being a strict, disciplinarian, authoritarian teacher, but gives strategies to help teachers work with students to control their own behavior. The first part of Rogers’ plan gives techniques used to prevent discipline problems (Education World, 2003). As he discusses rights of the students, he talks about how they have the right to feel safe, be treated with dignity and respect and have the right to learn.

Classroom management gives teachers a responsibility in establishing and maintain a classroom environment that students will engage and remain focused on their learning. The topic chosen to analyze the perspectives of both teachers and educational psychologists is class discipline. Discipline focuses on teaching student’s to understand that their negative behaviors and actions have consequences. The interview took place with a pre- kindergarten teacher Martha Melchor from Dalton Elementary in Uvalde, Texas. There are various suggestions educational psychologists provide teachers techniques in areas in which to handle misbehavior. While gathering information from the interview and textbook, the perspective on discipline between teachers and

To develop this artifact I followed the classroom management theories raised by Linda Albert, Frederic Jones, and Jacob Kounin. Whereas I implemented in my classroom Linda’s Cooperative Discipline model when I chose to work cooperatively with my students to develop a set of consequences to be invoked when the classroom code of conduct is transgressed. Consequently, students are more likely to accept them as fair and reasonable. I have also based my plan in the positive discipline model of Jones by rewarding my students for their appropriate behavior and effectively using a body language that includes eye contact, physical proximity, body carriage, facial expressions, and gestures. I also followed Kounin’s preventive discipline theory about

Although I enjoyed the novel Lord of the Flies, I don’t completely agree with the author’s sentiment that if left along, people would grow to become brutish, selfish, and unruly. And although I do believe that human beings need some sort of social structure or guidelines because we are social animals, I whole heartedly believe that human are basically good and that if let to develop in a nurturing environment, we would grow into self-responsible and noble creatures. I believe that acts such as selfishness are definitely learned behaviors. Therefore, I think as my approach to classroom management, I would adopt the approach of a “nurturing” supporter. I believe the role of teacher is someone

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

Discipline is one of the basic things a child learns from his parents before he or she faces the outside world to learn more about life as a whole. Teaching this trait can depend on how the parent shows it to their child and how they explain the importance of having this trait both in and out of their homes. Misbehaving children cannot be avoided as they are curious little beings and they have a tendency to explore. But there are some parents, even teachers, who do not tolerate misbehaving and they resort to corporal punishments such as spanking to make sure the child never forgets how painful it is to misbehave as they will remember the punishment entailed to it and become more disciplined. However, not all children would understand the

Children are like flowers, if well taken care of they will bloom. If ignored or tortured, they will wither and die. Child discipline is one of the most important elements of successful parenting. Today, many people have this notion that physical abuse is in no way a solution to helping children discern between right and wrong. Since generations children have been taught the art of discipline through physical punishment. Often this approach to disciplining has resulted in two outcomes, one is where the child becomes more tolerant and is willing to adhere to what he/she has been told, or the other which more often results in children developing a sense of anguish and desire to revolt.

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,

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)