Classroom Discipline Essay

economic consumptionful discip account is a ch onlyenge for all educators. The issue of discipline, excessively referred to as anatomyroom man seasonment, continues to surface as one of the most challenging difficultys in education to mean solar day (The Discipline predicament Problems and Promises. ). Research suggests in ramble to maintain a well-disciplined classroom, instructors essential induce regains and expectations, levy limits of rules, encourage and fortify peremptory expression, and goodly manage their classrooms. Effective discipline begins with rules, compel with ratiocinative and meaningful consequences. Desired expression is encouraged and verificatoryly reinforced.Teachers who manage their classroom efficiently call discipline as a informing dick so scholars advance and learn stability, order, respect, and values of law. Strictly speaking, discipline substance to teach, non to punish (Discipline as Teaching). Setting clear, satisfying rule s and expectation which leave little room for interpretation choke out establish a solid universe by which a classroom volition function. Begin the school form by compass clear rules, and apply good morals and values to build positive expectations. The use of positive language depart campaign the deportment desired from scholarly persons.Setting positive rules and expectations will repay instructors and students the right mind fixed to start the school year off right. Start the school year off by setting clear rules. The formulation of classroom rules from the beginning of the year has been found to be one of the most grave components of effective discipline (Discipline in K by dint of 8th Grade schoolrooms) The first day of school, fleck teachers argon getting to have students and vice versa, is a good day to establish what is expected before any mis expression can occur. fill students in the rule making process.This allows them to voice what they expect of the ir classmates. Depending on the age of students, teachers may get unusual requests for rules however, students may also have expectations of their peers which the teacher may not have thought of. Students should not make all of the rules for the class, so their input should be limited to an appropriate, manageable number. After rules argon made, they should be discussed and posted where they can be tardily seen. Students should fully take in what is expected so little room is left for them to interpret what they is desired. on that point should be a time for questions about rules so students can get clarification on any rules they do not understand. Students should also be able to demonstrate their understanding by putting the newly complete rules to use in practice scenarios. By posting rules where they be well visible, students can be easily reminded of what is expected of them. Most importantly, teachers should be fain to change and revise rules if they be not functioning in the think look. Include students in the change. They should invest their input on why the rule is not working and how it should be modify to suit its purpose.Teachers be lastly responsible to make changes. Once a new or modified rule is established, it should be put into effect and students should be reminded of the change when necessary. The use of good morals and values to build positive expectations will patron students build character qualities that will enhance the learning environment. The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and aspirations that benefit learning (Discipline with dignity Beyond obedience. ).Positive expectations tell what qualities are desired and how those qualities can be achieved. For example, honesty is a quality desired by all teachers and would be achieved by telling students to tell the truth all of the time. The quality is stated in a positive manner, kind of of using the negative, do not lie. Use a commissioning disputation to define what is desired and expected. The statement should give purpose to classroom rules. It should give a general explanation of what is expected and should communicate positive expectations efficaciously.The mission statement should also be used to troubleshoot behavior, by assumeing students if their behavior agrees with the expectations in mission statement. Give appropriate expectations so goals are attainable. When goals are reached, teachers should acknowledge the achievement and set higher goals. Students should have individual and class goals. Students learn and mature in different sorts, making individual goals salutary as important as goals set for the class. Responsibility is a goal all teachers have for their students and as such a goal is reached, students should be precondition more(prenominal) accountability and independence.Teachers should use positive language to promote the behavio r they want from students. Effective teachers communicate in a way that promotes what is desired, rather than what is not desired. Rules and expectations should inform students what to do instead of what not to do. Teachers should stop from using words like do not, never, among others. Rules should be put in a format that states a direction and an military action. For example, When getting in line, forever line up in twain lines with boys in one line and girls in some other. Telling students what not to do will leave students conjecture what they are supposed to do.Teachers should speak using positive words, even when with child(p) feedback on a negative situation. Teachers should set the example of positive behavior for students. Most students look up to their teachers. Sometimes, teachers are the only positive capture on students. In light of this, teachers should behave accordingly and be on the lookout of what they say and do in the presence of their students. When rul es are not followed, teachers must enforce limits of rules with fair and effective punishment. It is necessary for students to be held accountable for their actions.Teachers should use action to enforce rules and communicate effectively with students to reach an understanding and solution. Students should be held accountable for their actions. They teachers hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have do and what happens as a result of those actions (Discipline with dignity Beyond obedience. ). When students are held accountable, they are learning that all of their choices have consequences. Broken rules should be enforced immediately.Teachers should correct misbehavior and broken rules as soon as they are noticed. Punishment should be done privately however, correction should be immediate. If a teacher ignores one broken rule or behavior, the student will continue to test th e limits of the established rules. Enforcement should be simple and should let the student know you see what is happening. For example, Its a good thing I like you, Heres the deal Ill pretend I didnt see that, and you never do it again, Consider yourself scolded, Can you net that? Or do you need me to intervene, Am I driving you everyplace the edge? and Thats inappropriate (Learning to Discipline. ). When rules are being enforced, teachers should boil down on the rule broken, not the problem. For ten rules, there could be l problems. When enforcing rules, the problem should not be the focus. For instance, a student is talking man another student is addressing the class. When correcting the behavior of the student who is talking, the teacher should focus on the rule Be respectful to all students and teachers. The situation can easily be corrected by saying something like, You were talking dapple another student was giving a book report.Our rules say we are to be respectful to a ll students and teachers. This method allows students to understand that talking is not evermore a problem, but they must follow the rules. Use action to enforce rules when take. Teachers must use action, not anger to control behavior (A Back-to-Basics Approach to Classroom Discipline. ). Teachers should avoid yelling at students as a control measure. Anger will upset students instead of correcting their behavior, and they may posterior lash out in anger. Action shows students the teacher is in control. When action is required, it should be swift and firm, without negotiation.If teachers threaten punishment, they should follow through. Punishment should be apt(p) the same day it is warranted, if possible. Once a punishment has been decided, students should not be allowed to act the punishment or its terms. Use a variety of consequences and veer them for different students not all students will respond to the same consequences. At the same time, using the same punishment over and over will not be effective. Subject work should not be given as a punishment. Use positive punishment when possible, giving students a chance to apologize in writing or in introductory of the class, orrectifying a situation.Consistency is essential when disciplining students. Avoiding favorites is one way to hold back discipline will be consistent. Similar infractions should have similar consequences. If more than one student is being punished for the same offence, all of the students should line up a similar punishment. Effective communication is essential when correcting and disciplining students. A man-to-man conversation should take place that identifies the broken rule, explains the punishment and gives feedback. When speaking to students, teachers should ask for input from the student about the situation.In gathering information, teachers need to know the difference between a mistake and misbehavior mistakes happen while learning while misbehavior is intentional. To mai ntain the dignity of students, teachers should have a one on one conversation to identify the reason a rule was broken and to gather any additional information needed to make a logical decision about a punishment. through and through conversation and social interaction with more capable adults and peers, students can negotiate ways to reach an understanding and/or a solution to the problem at hand (Classroom Management seventy-three Suggestions for Secondary groom Teachers.). When enforcing discipline with a punishment, teachers should explain the wrong doing and why it goes against classroom rules. It is important to remember to focus on the rule, not the problem. Furthermore, the punishment should also be explained in detail to avoid any confusion. During the one-on-one conversation, teachers should give feedback on the negative behavior and why it is not desired. Include ways to abide by the behavior from resurfacing. Also, talk about ways to further improve. Things discussed in this conversation should stay between the teacher and student.Reinforcement and encouragement of positive behavior by teachers is necessary for students to exhibit good behavior. The teacher must set the standards and go about efficiently and consistently shaping the appropriate behavior Teachers should encourage positive behavior. They should be a positive influence, but not force students to change. Teachers will be encouraging positive behavior by empowering students to make good choices on their own, while recognizing the consequences of the wrong choices. Ask questions before a rule is broken that requires the students thought and reflection.When teachers give students options regarding which choices to make, students will then think about the end result and the consequences of their choices. It is also necessary to reinforce positive behavior in a way that encourages students. Students learn to behave only as certain behaviors are reinforced. When reinforcing behavior, teac hers should recognise good attitudes and the desires of their students to learn. Rewards are always a good idea when reinforcing behavior however, students should understand a reward is something you earn, not something required.In effectively managed classrooms, the teacher is the authoritarian. Teachers should plan ahead and be nimble. The teacher should also be the final exam authority, especially concerning how students are to be and how the class docket will run. In a classroom, the teacher is responsible for the learning that takes place. Successful teachers are prepared before coming to school, so they can begin reaching as soon as the late bell rings. Teachers must have lessons aforethought(ip) in advance and have daily objectives for each subject to be taught.Teachers should strive for a productive classroom where students are learning and achieving. two goals teachers should have productive classroom environment and student satisfaction. No teacher can truly succeed wi thout achieving both goals (Classroom Management Seventy-Three Suggestions for Secondary School Teachers). Teachers should also be the authority for their students. It is the job of the teacher to lead students. Teachers have a duty to their students to structure their class schedule and decide how class time is best utilized.Teachers also have the responsibility to make an organized seating arrangement that allows students to learn and be productive, and allows for the teacher to reach each student. Authoritarians know that students work and learn best in well-organized, directional, and purposeful classrooms (A Back-to-Basics Approach to Classroom Discipline. ). In conclusion, discipline is the foundation of a successful classroom. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms.With established rules and p ositive expectations, students will know what behavior is desired. Teachers should be prepared for discipline problems with firm and fair action. Effective classroom trouble will allow for a productive and purposeful classroom. Whatever the causes of student misbehavior, theres no denying that being able to skillfully spread over it is a prerequisite for getting kids engaged in worthwhile essence or moving peacefully from class to class. Works Cited Conte, Anthony E. The Discipline Dilemma Problems and Promises fostering. 2.115. 308. Chemlynski, Carol. Discipline as Teaching. Education Digest. 3. 62. 42. Geiger, Brenda. Discipline in K through 8th Grade Classrooms. Education Digest. 2. 121. 383. Curwin, Richard L. Discipline with dignity Beyond obedience. Education Digest. 4. 63. 11. Metzger, Margaret. Learning to Discipline. Phi Delta Kappan. 1. 84. 170. McDaniel, Thomas R. A Back-to-Basics Approach to Classroom Discipline. Cleaning House. 5. 67. 254 Brainard, Edward. Classroom Management Seventy-Three Suggestions for Secondary School Teachers. Cleaning House. 4. 74. 207.