Report on discipline management in the learning process

The purpose of this report is to show that managing discipline is the key during teaching-learning process.

By examining the definition of this topic, this report describes the importance of the managing of discipline in high school. Then, it considers the causes for indiscipline and different interesting ideas to put into practice. Finally, it states why discipline is considered the central key in the teaching-learning process.

4 FRAMEWORK

4.1 Discipline - Definition

Every teacher first and foremost worries about classroom discipline. What exactly is classroom discipline? Classroom discipline is the teacher's routine for rewarding, punishing, and maintaining desired behaviors. A teacher cannot begin to teach without an acceptable level of classroom discipline. According to Wikipedia, discipline can be defined as follows:

In the classroom discipline is regarded as a code of conduct that both teachers and students agree upon and cooperate in its enforcement. I insist on cooperation and agreement in classroom management. Once the rules are set by all learning and teaching participants, it will be hard for them to deny or refuse disciplinary action in case of any transgression of the rules.

4.1.1 Causes of Indiscipline

There are many causes of indiscipline. Here are a few listed below :

 Favoritism: Indiscipline may be caused by teachers who favor some students in their teaching and classroom management. The other students may see this as a sign that everything is allowed in spite of the rules. Other students may also see this favoritism as an offense against them which leads to rebellion.

 The rules are not enforced: When a student is not punished for an offense, s/he goes on to commit more offense.

 Lack of Communication: The rules are not clearly communicated

 Teacher-student relationship: The teacher and students relationship is essential for any learning process. If there is a breakdown in this relationship, indiscipline emerges.

 Lack of leadership: When the teacher doesn’t fulfill his role as a leader, there will certainly be students or students who will be glad to take this role. Thus indiscipline appears.

 Lack of motivation: When students are not motivated, they tend to work in an indiscipline manner.

 Bad habit: Some students may have acquired bad habits from previous teaching experiences. Once a student, for instance, has formed the habit of coming to school late, it will be hard for him or her to change this behavior.

 Poor teaching: Usually a teacher who makes more of an effort to connect with the pupils is more likely to gain their attention. But reading in a monotone from a text book before telling the pupils to get on with some task in their books is just asking for the paper planes to take flight and shouting across the classroom.

 Negative relations between pupils: There may also be unwelcome incidents that could occur between pupils at any time, causing tempers to occasionally flare.

 Uncooperative behavior of a student: constant chattering in class, not listening to the teacher, disengagement from what is going on, blunt refusal to do certain activities or to do what they are told.

4.1.2 How to instill discipline in classrooms?

 Agree on the rules: You and your students should agree on the rules that everybody should abide by. No student would consider coming late for school as a proper conduct. So, start a list of proper classroom conduct.

 Clear rules and regulations: Once the rules and regulations are set, state them clearly. They should stipulate what is expected from students and what is not- the dos and the donts.

 Updating and reviewing: Novel instances of indiscipline may occur. That is why the rules and regulations may undergo updates or reviews from time to time.

 Discrimination: There should be no discrimination in enforcing rules and regulations. Disciplinary action in a classroom should be applicable to every defaulter. Whatever applies to one student when he defaults should also be applicable to another.

 Appropriate atmosphere: Things that will prevent students from getting involved in discipline should be discouraged and prevented.

 Communication: There should be proper communication of the rules concerning discipline in the classroom.

 Disciplinary action: Disciplinary actions should be in such a way that defaulters will not want to be disciplined a second time after defaulting for a first time.

4.2 How to Handle Discipline Problems with Effective Classroom Management

Discipline problems are listed as the major concern for most new teachers. What can teachers expect and how can they effectively handle discipline problems? Classroom management combined with an effective discipline plan is the key. This how to will help you see some important steps in dealing with discipline problems that may arise in your classroom.

1. Begin each class period with a positive attitude and high expectations. If you expect your students to misbehave or you approach them negatively, you will get misbehavior. This is an often overlooked aspect of classroom management.

2. Come to class prepared with lessons for the day. Make sure to have all your materials and methods ready to go. Reducing downtime will help maintain discipline in your classroom.

3. Work on making transitions between parts of lessons smooth. In other words, as you move from whole group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment already written on the board. Many disruptions occur during transitional times during lessons.

4. Watch your students as they come into class. Look for signs of possible problems before class even begins. For example, if you notice a heated discussion or problem before class starts, try to deal with the problem then. Allow the students a few moments to talk with you or with each other before you start your lesson to try and work things out. Separate them if necessary and try to gain agreement

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