Using Effective Discipline Strategies

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Using Effective Discipline Strategies

• AEE 535

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Discipline

• Actions taken when classroom management
  strategies are not working
• Means through which students learn to cope with
  social expectations thus it is an important
  long-range educational goal.
• Two goals
• Safety of the individuals in the class
• Create an environment that allows the teacher to
  teach and the students to learn.

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Discipline Strategies

• You must have a strategy!
• Consistency is important
• Avoids surprises to the students
• Reduces the surprises to parents and
  administrators
• Discuss your strategy with your administrator

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Types of Discipline Strategies (Denscombe)

• Domination strategies
• Classroom management strategies
• Cooperation strategies
• Strategic withdrawal

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Domination Strategies

• Teachers emphasize their power over the students
  and try to impose control through an explicit use
  of this power relationship.
• Teacher is the Boss in the classroom (That does
  not mean dictator--just that they are in charge,
  and the students know it.)
• Statements This is my decision. I have
  considered several options, and this is what we
  are going to do. It is my job to make sure
  that . . .

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Classroom Management Strategies

• Teachers use the need to complete class work as
  the rationale for control rather than their own
  authority.
• Implies a transfer of authority--someone else is
  responsible for the the rules I have to enforce.
• Requires that students accept the need to
  complete the class work
• Statements We cannot get this project finished
  if you misbehave! or You will not finish your
  work unless you stay in your seats.

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Cooperation Strategies

• Teachers attempt to entice students to be
  committed to following the rules for the class.
• Used most effectively when teachers have
  discipline under control.
• Statements I want you to work with me on
  keeping down the noise. or I dont believe I
  should have to talk over a lot of students.

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Strategic Withdrawal

• Teachers avoid confrontations. Essentially they
  ignore problems in hopes that they will not
  reoccur.
• Not often effective, but it can be in isolated
  situations. You do not always have to confront
  every situation, especially if it is one that
  does not affect the entire class. Example a
  rude comment heard only by the teacher.
• This should not be the normal practice for
  beginning teachers!
• Statements Usually there are none

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Steps in Developing a Discipline Plan

• Determine the discipline strategy to be used as a
  dominant strategy.
• Establish a list of expectations (rules or
  procedures).
• Develop a plan for consequences if the students
  choose not to follow the rules. (Make certain
  these consequences are consistent with school
  policy.)
• Develop a plan for rewarding good behavior. (Make
  the reward system attainable.)
• Share the plan with school administration (and
  parents, if possible). Get their support for
  your plan.
• Implement the plan consistently and fairly.

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How do I gain control of a classroom situation
that is out of control?

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Determine the Goals of Student Misbehavior

• Students have a reason for misbehavior (it is not
  always apparent and may not make sense to you,
  but there is a reason).
• Four common reasons for misbehavior
• Attention
• Power
• Revenge
• Avoid failure

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Goal 1 Attention

• Students misbehave in order to get the teacher to
  pay attention to them. Occurs often, even when
  the student receives a lot of attention.
• Student may not see this as misbehavior.
• Usually not a serious problem--or at least the
  type of misbehavior is not of a serious nature.
• However, behavior is disruptive to class.
• Typical feeling of the teacher is annoyance.

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Goal 2 Power

• Student tries to gain control of the class. They
  are trying to be in charge and refuse to accept
  the directions of the teacher.
• More serious in nature. Shows up as refusal to
  follow rules or initially may show up as testing
  the rules.
• Must be dealt with by the teacher in a firm
  manner. Only one person can be in charge.
• Typical feeling of the teacher is threatened.

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Goal 3 Revenge

• Student misbehaves as a reaction to a situation
  or action of the teacher. Often follows
  punishment.
• Not often physical revenge, but it can be.
• Often a reaction to save face with peers .
• Very serious and cannot be tolerated!
• Typical feeling of the teacher hurt feelings
• Avoid this behavior by handling all discipline
  matters privately. If possible, get the student
  to admit they were wrong. Never lose your temper!

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Goal 4 Avoiding Failure

• Rather than attempt to do their work, and fail,
  the student will misbehave in class.
• May appear to be wanting attention or even
  rebellious, but that is not the goal.
• These students have given up on themselves
  because, all too often, previous teachers have
  given up on them.
• Exhibit class clown tendencies or go the
  opposite to withdrawal and sullen attitudes.
• Typical feeling of the teacher frustration
• Patience is the key. Insist that they will
  succeed in some way in your class. Lots of
  encouragement is needed.

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OK, I know their goal. What do I do?

• In regaining control of a classroom that has been
  disruptive for a period of time, domination
  strategies are commonly the most effective.
• Assertive discipline strategies (see reading) are
  recommended.

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So when do other strategies work?

• Classroom management strategies--with highly
  motivated students who understand they need to
  accomplish the course objectives.
• Cooperative discipline--when students know the
  expectations of the teacher. The teacher is well
  established in the school. It also helps if they
  are well-liked by the students. (I once had an
  administrator tell me that I did not have
  discipline problems because the students liked me
  and did not want to disappoint me.)
• Strategic withdrawal--only in situations where
  the goal is attention and the student will not
  repeat the action.

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Final Thoughts on Discipline

• Teachers have needs that must be met in order for
  them to teach. (for example, some need quieter
  classrooms than others)
• Students must have an environment that is
  conducive to learning.
• Handle minor discipline situations without
  interruptions.
• Clear expectations need to be established (with
  consequences)
• Consequences must be consistent with the
  misbehavior.
• Reward system is critical.
• Students must know the teacher will follow
  through.
• Must have a plan and follow the plan!