Реферат: Classroom Discipline Essay Research Paper Classroom DisciplineAt

If a teacher does need to deal with a discipline problem, his/her demeanor must represent action, not anger. He/she should be assertive and employ body language (McDaniel, 256). A teacher should never get into a confrontation with a student; the teacher never wins in a confrontation with a student. He/she would have already demonstrated a bitter attitude, revealed a vulnerability, and sacrificed rationality (Petterle, 32). Instead of raising his/her voice, the teacher should walk over and quietly request a conference with the child, away from the presence of peers, without disturbing the class. If a private conference is not possible, a soft reprimand in a lowered voice with a personal, direct command will avail (McDaniel, 256). These simple habits can make a big difference in classroom management.

It is possible for an instructor to actually lose control of the class. The students could get accustomed to a lack of order and the teacher would have to focus his/her energy on disciplining the children, having little time left for effective instruction. It is also possible to rehabilitate a classroom with such problems. Joe Petterle, author of Reclaim the Classroom , explains how to accomplish this in nine steps. The first, and largest step, is for the teacher to decide that there is a problem that needs to be corrected. Once he/she has committed himself/herself to this decision, there is no turning back. Second, he/she needs to set a target date to begin the new strategies. The third step, planning, is the most difficult. The teacher needs to write down the new rules he/she wishes to enforce and the accompanying consequences. This will require him/her to carefully analyzewhich behaviors require altering and which behaviors he/she expects. Next, he/she needs to acquire support form the principal. It is very important that the principal understands what and why the teacher is making these adjustments so that he/she may accompany the teacher on this trying journey. He/she also needs to contact the parents by direct mail and telephone. They are entitled to know what is going on in their child s classroom, especially since the children may respond negatively. Step six is to teach the children about the new rules. Acceptable and unacceptable behavior should be acted out and reasons should be emphasized. Quizzes could be administered to check that the children understand the new structure. To implement, there should be a one week trial period where the children receive citations instead of the actual punishment, to accustom them to the rules. But when the second week begins, the new rules will be affective fully. Enforcement, which is step eight, is the most critical. It is during this time that the teacher either succeeds in reclaiming the classroom or sacrifices it for the remainder of the year. In step nine, he/she can evaluate and make adjustments. Each adjustment should repeat these steps. With commitment, focus, and understanding, a classroom can be reclaimed, a teacher revived, and students productively engaged in as little as six weeks (Petterle, 32).

Ultimately, the greatest means of discouraging poor behavior is to provide good experiences for the students. Offering them structure, challenge, and respect will result in students who value their education and would not jeopardize the experience. Students, teachers, and experts will agree that they do not misbehave when the work is challenging and interesting, there is a routine everyone follows, when resources are available and accessible, and when they know teachers will grade their papers and provide feedback (Varner, 20). Of course rules do need to be established and enforced but the best deterrent of misbehavior is effective instruction, including careful planning, intricate activities, and positive attitudes. It requires teacher to have good students.