Reflection Paper On Discipline Within The Classroom

In an interview, Harry Wong stated that, “The number one problem in the classroom is not discipline: it is the lack of procedures and routines,” (Wong). Harry and Rosemary Wong support a system of classroom management rather than classroom discipline. The Wong’s believe that students need to be “taught the roles, procedures, processes, and routines” that they are expected to follow (Charles, 116). When the “teacher explains the procedures of the classroom to the students, and the students turn the procedures into a routine,” then the teacher will have better control over the class with less discipline issues (Wong). For the Wong’s discipline philosophy, the teacher needs to have a script for the first day of class with everything that needs mentioned and completed. The students need to be greeted at the door by the teacher, bell work needs to be placed on all of the desks (even on the first day of school), and procedures and rules need to be taught, rehearsed, reinforced, and repeated (especially during the first two weeks of school). The students need no down time during class, by allowing down time, the teacher is allowing the students to misbehave. The students will follow directions when given, raise hand before speaking, and use kind words. The teacher will take role while all students are working on bell work so that it doesn’t take time from learning.

Many believe child behavior has worsened as a reason for kids having less empathy even though studies show younger generations are becoming more accepting of others. In an ever-increasing number, many students are entering school without the basic values, which many older generations believe this country was built on. Throughout history, education has had two primary goals: to educate people intellectually and to teach them to be morally good. Many principals spend a significant amount of time dealing with inappropriate student behavior. Students learn character from their actions reinforced from their parents or other older adults whom the model and the actions of their peers in the school.

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

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

As principal of TWH, I feel it is vital to keep the urgency focused on academics. It is my belief that if we set students up for challenging and engaging classroom instruction, discipline issues will start to lessen. However, my teachers will feel supported and respected, and that will be communicated regularly to our students and school community. “…leaders treat others fairly, equitably, and with dignity and respect—and they establish the expectation that others in the school community act in a similar manner” (Murphy, 2006).

If a teacher sent in a referral it was not addressed by administration if they had not contacted the parent first (there were issues that were classified as automatic office referrals). Teachers were also told that between class changes they were to be out and in the hallways. Duties had always been assigned; however the new administration walked around making sure that teachers were where they were supposed to be during their assigned times. This new expectation set the tone across the school very quickly. Each teacher has a 10 minute duty typically attached to the lunch period or the beginning/ending of the day. The school discipline policy has 3 levels of offenses. Level 1 is primarily classroom and hallway discipline issues. Level 2 includes offenses such as tobacco use violation, cussing a teacher, refusing to do as they are told, etc. these are automatic office referrals. Level 3 involves offenses that could have a student arrested or suspended. Data from last year does not show a decrease in discipline issues it actually shows a slight increase. The main reason for that is teachers were supported in handling discipline and they stopped turning a blind eye.

As teachers, we are familiar with the policies and procedures necessary to discipline students, as a result; I am confident that I will have the ability to discipline appropriately and at the same time counsel students into being better than the way they came. After talking to an Assistant Principal at my school this year, he advised me to always follow the student handbook when disciplining students. The student handout lists numerous offenses and consequences students will receive if they misbehave. Therefore, discipline students effectively and consistently is a strength that I will possess when entering the position as an Assistant Principal because I have done it so well in my classroom. Supervising teachers and departments assigned would be a walk in the park for me because I am a people person and building relationships, in this case, would be vital in order to ensure people respect and trust the leader. Therefore, it would be my ultimate responsibility to build relationships while also guiding teachers in the right direction to success. Finally, keeping records is a responsibility that I am skilled because I am very organized. Every year I keep records of students behavior, assignments, tests, and communication logs when parents

Evanovich, L. L., & Scott, T. M. (2016). Facilitating PBIS Implementation: An Administrator's Guide to Presenting the Logic and Steps to Faculty and Staff. Beyond Behavior, 25(1), 4-8.

The goal of the staff was to ultimately change that behavior and also change the child’s mindset. My next application term I chose is Discipline, to describe some of the methods that were used to correct and change bad behavior. I chose three subcategories of Discipline to best describe how the school monitored behavior. The way Archway disciplined was always very consistent and they made sure to correct students usually only when needed. The style of discipline that was applied was based on how detrimental the behavior was. For behavior that was not severely harmful, only the teachers would get involved and they would use inductive reasoning. Reinforcement and Punishment techniques were also used. For behavior that was uncontrollable, Corporal Punishment was

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

Disciplines related to nature, decency and morality. Discipline is not only appreciate the behavior that the community expected, but also willing to be obedient and loyal to the school, state and country. Classroom environment that is conducive classrooms with no discipline problems. Pupils who are disciplined will ensure comfort, neatness and atmosphere that promotes feelings of teaching and learning. (Ee Ah Meng,

For many years parents have been disciplining their children in various ways. Discipline is required to train a child in doing what is right and staying away from what is wrong and dangerous. Discipline has always been used in order for the child not to grow up spoiled and choosy. Giving children what they want always is never a good thing, while teaching them that they cannot have everything teaches them patience. Discipline is very critical in a child’s life because it is a determining factor on how that child is going to turn out in the future. People will always relate bad parenting to a child’s bad behaviour and good parenting to a good behaviour. So how must parents discipline in order

This note will be used as the basis of monitoring and reviewing performance, and will remain valid for 6 months. If an employee’s unsatisfactory performance is sufficiently serious, it may be justifiable to move directly to a final written warning.

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.

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.