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    Techniques For Keeping The Discipline

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    charlie monkey
    The document provides techniques for better classroom discipline, including focusing students' attention before beginning lessons, direct instruction to outline lesson plans and time limits, monitoring students by circulating the room to check progress and provide individualized help, modeling good behavior, assertive discipline with clear rules and consistent enforcement, using "I-messages" to describe wanted behaviors when correcting students, and positive discipline with rules describing wanted behaviors and praising good conduct.

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    Techniques For Keeping The Discipline

    Uploaded by

    charlie monkey
    40 views2 pages
    The document provides techniques for better classroom discipline, including focusing students' attention before beginning lessons, direct instruction to outline lesson plans and time limits, monitoring students by circulating the room to check progress and provide individualized help, modeling good behavior, assertive discipline with clear rules and consistent enforcement, using "I-messages" to describe wanted behaviors when correcting students, and positive discipline with rules describing wanted behaviors and praising good conduct.

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    Techniques for Keeping the Discipline

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    The document provides techniques for better classroom discipline, including focusing students' attention before beginning lessons, direct instruction to outline lesson plans and time limits, monitoring students by circulating the room to check progress and provide individualized help, modeling good behavior, assertive discipline with clear rules and consistent enforcement, using "I-messages" to describe wanted behaviors when correcting students, and positive discipline with rules describing wanted behaviors and praising good conduct.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    40 views2 pages

    Techniques For Keeping The Discipline

    Uploaded by

    charlie monkey
    The document provides techniques for better classroom discipline, including focusing students' attention before beginning lessons, direct instruction to outline lesson plans and time limits, monitoring students by circulating the room to check progress and provide individualized help, modeling good behavior, assertive discipline with clear rules and consistent enforcement, using "I-messages" to describe wanted behaviors when correcting students, and positive discipline with rules describing wanted behaviors and praising good conduct.

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    Techniques for Better Classroom Discipline

    They have been adapted from an article called: "A Primer on Classroom Discipline:
    Principles Old and New" by Thomas R. McDaniel

    Focusing
    It means that you will demand their attention before you begin. That
    you will wait and not start until everyone has settled down.
    Experienced teachers know that silence on their part is very effective.
    They will punctuate their waiting by extending it 5 to 10 seconds after
    the classroom is completely quiet. Then they begin their lesson using
    a quieter voice than normal.
    Don't attempt to teach over the chatter of students who are not
    paying attention. They get the idea that you accept their inattention
    and that it is permissible to talk while you are presenting a lesson.

    Direct Instruction
    It means to begin each class by telling the students exactly what will
    be happening. The teacher outlines what he/she and the students will
    be doing this period. It may include setting time limits for some tasks.
    The teacher is more willing to wait for class attention when he knows
    there is extra time to meet his goals and objectives. The students
    soon realize that the more time the teacher waits for their attention,
    the less free time they have at the end of the hour.

    Monitoring
    The key to this principle is to circulate. Get up and get around the
    room. While your students are working, make the rounds, check on
    their progress and provide individualised instruction as needed.
    The teacher does not interrupt the class or try to make general
    announcements, unless he/she notices that several students have
    difficulty with the same thing. The teacher uses a quiet voice and
    his/her students appreciate their personal and positive attention.

    Modelling
    Teachers who are courteous, prompt, enthusiastic, in control, patient,
    and organised provide examples for their students through their own
    behaviour. The "do as I say, not as I do" teachers send mixed
    messages that confuse students and invite misbehavior.

    If you want students to use quiet voices in your classroom while they
    work, you too will use a quiet voice as you move through the room
    helping them.

    Assertive Discipline
    This is traditional limit setting authoritarianism including a good mix of
    praise. This is high profile discipline.
    The teacher is the boss and no child has the right to interfere with the
    learning of any student. Clear rules are laid out and consistently
    enforced.

    Assertive I-Messages
    I-Messages are statements that the teacher uses when confronting
    a student who is misbehaving. They are intended to be clear
    descriptions of what the student is suppose to do.
    The teacher who makes good use of this technique will focus the
    child's attention first and foremost on the behavior he/she wants, not
    on the misbehavior. "I want you to..." or "I need you to..." or "I expect
    you to..."
    The inexperienced teacher may incorrectly try: "I want you to stop..."
    only to discover that this usually triggers confrontation and denial.
    The focus is on the misbehavior and the student is quick to retort: "I
    wasn't doing anything!" or "It wasn't my fault..." or "Since when is
    there a rule against..." and escalation has begun.

    Positive Discipline
    Use classroom rules that describe the behaviours you want, but the
    things the students cannot do:
    - Instead of "no-running in the room", use "move through the
    building in an orderly manner".
    - Instead of "no-fighting, use "settle conflicts appropriately".
    - Instead of "no-gum chewing", use "leave gum at home".
    - Refer to your rules as expectations. Let your students know this
    is how you expect them to behave in your classroom.
    Make use of praise. When you see good behavior, acknowledge it.
    This can be done verbally, of course, but it doesn't have to be. A nod,
    a smile or a "thumbs up" will reinforce the behavior.

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