Maintaining Discipline

1
Maintaining Discipline

• Sean Lennon
• CTED 602

2
Discipline Problems

• Defined by teachers
• Inappropriate behaviors
• Disruption
• Off task behaviors
• Not interpreted through student perceptions
• Not exactly the same as teachers

Tulley Chui (1997)
3
Discipline Problems

• Student teacher perception
• Different types
• Disruption
• Defiance
• Aggression
• Incomplete work
• Miscellaneous

Tulley Chui (1997)
4
Discipline Problems

• Not always about the student!
• Conditions that exacerbate discipline
  problems
• Student and class
• Authoritarian/punitive rules
• Student/class needs not met
• Teacher variables

Logan, 2003
5
Teacher Variables

• Inexperience
• Lack of communicating rules
• Inconsistent expectations
• Reliability on central office
• Inappropriate planning/time management

Edwards, 2000
6
Teacher Variables

• Over-reacting
• Respond to behaviors aggressively
• Yell or rant to class
• Using severe or harsh consequences
• Punishment doesnt fit the crime
• Inflame class situation instead of
  reducing it

Spitalli, 2005
7
Teacher Variables

• Under-reacting
• Strive for harmony at all costs
• Ignore infractions/behaviors
• Hope it will go away
• Encourages further behavior

Tulley Chui, 1998
8
Teacher Variables

• Ineffective/wrong discipline techniques
• Utilizing consequences/rules ill
  suited for the situation
• Punishing the whole class
• Bullying/intimidation
• Coercion/threats
• Using grades as a punishment

Spitalli, 2005
9
Reducing DisciplineIssues

• Teacher actions/responsibility
• Single greatest variable
• Teacher
• Student
• Rest of the class
• Only true variable a teacher can
  modify

10
Reducing DisciplineIssues

• Positive/nurturing environment
• Classroom and teacher should be
• Comfortable for students
• Conducive for learning
• Open for frank/honest discussions
• Show empathy/rapport

Stronge Hindman, 2003
11
Reducing DisciplineIssues

• Clear expectations
• Set rules and parameters
• Discuss on first day
• Post in class for all to see
• Model
• Dont be afraid to use consequence
• Remind on a continuous basis

Carbone, 1999
12
Reducing DisciplineIssues

• Keep them busy!
• No time for misbehavior
• Organization!
• Keep records
• Grade everything
• Routine!
• Create a class routine and stick with it!

Stronge Hindman, 2003
13
Reducing DisciplineIssues

• Personality!
• Teaching is science and art
• Zeal exuberance
• If teacher is enthused so will the
  student
• It is contagious
• Makes learning interesting/fun

14
Conclusion

• Classroom management is learned through
  experience
• Some factors make a difference
• Avoid over-restrictive rules
• Avoid unrealistic/harsh consequences
• Keep your cool!
• How a teacher reacts makes a world of difference
• Use busy work and routine

15
References

• Carbone, E. (1999). Students Behaving Badly
  in Large Classes. New Directions for
  Teaching and Learning. 77, Pg 35.
  Retrieved February 6, 2005 from ERIC.
• Edwards, C.H. (2000). The Moral Dimensions of
  Teaching And Classroom Discipline. American
  Secondary Education, 28, Pg 20. Retrieved
  February 6, 2005 from ProQuest database

16
References

• Logan, J.G. (2003). Classroom Management
  Techniques, Policies, Procedures and
  Programs to Ensure That Discipline Rules
  in Your Classroom. Retrieved February 2
  from ERIC.
• Spitalli, S.J. (2005) The DONTS of Student
  Discipline. The Education Digest, 70, Pg 28.
  Retrieved February 6, 2005 from ProQuest
  database.

17
References

• Stronge, J.H., Tucker, P. D., Hindman, J.L.
  (2003) Handbook for Qualities of Effective
  Teachers. Association for Supervision
  and Curriculum (chap.3). Retrieved
  January 31, 2005
• Tulley, M. Chui, L. H. (1998). Childrens
  Perceptions of the Effectiveness of Classroom
  Discipline Techniques. Journal of Instructional
  Psychology, 25. Retrieved February 4, 2005 from
  Academic Search Premier database