Essay about Philosophy of Classroom Discipline

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

We hold these truths to be axiomatic: that all students, no matter their background, ethnicity, or rank, are created equal in status and in identity; no student is higher than the other. Each student is equipped with secure and unalienable Rights; that among these rights are Respect, Rightful Identity, and Freedom of Speech. We also believe that rules are formed to protect these certain rights and that the power of these rules comes from the power of the students; whenever any part of the rule fails to protect these rights, it is the right of the students to change it and to form a new rule that follows such principles which organizes its powers to end in Security and Happiness. Fair judgment, as a matter of fact, will ordain to say that long prevailing consequences should not be changed because of trivial, temporary, or fleeting reasons; and, in fact, history proves that students are more likely to suffer the bullying,

One way to encourage and give power back to the students, and teachers is by empowering students, by inviting

Delpit’s culture of power is the idea that teachers need to teach all children about the explicit and implicit rules of power of society. According to Delpit, there are five rules of power; issues of power are enacted in classrooms, there are codes or rules for participating in power, the rules reflect the culture of those who have power, being told the rules make acquiring power easier, and those with power are less

A. The audience, students and adults that had strict teachers going through school. Joanne Lipman also was writing to the teachers that are harsh to their students. “Studies have shown, among other things, the benefits

They also help with children, who are being abuse. Advocate may be need for a child, who cannot speak for himself and need someone to speak on his behalf. Recommendations from Educators, Counselors and Administrators Teachers who remain objective are most effective at defusing conflict. These teachers recognize that misbehavior always has a reason, and this recognition helps them avoid impulsive reactions to a student's conduct that can cause a minor episode to explode into a full-blown crisis. As teachers practice restraint, they can also teach students to reflect on their actions and to use more constructive ways of managing their emotions.

Does the power struggle still exist in the 21st Century and are teacher’s encouraging the inequality of power instead of addressing issues at school?

Themes such as the power of knowledge, conformity, censorship, governmental control, and responsibility for self-provide students with the foundation with which to explore their roles in society” (Tarner, Danielle, and Adam Umak). The Giver explains that if one should be their own person then one should have themes of power. Having a sense of responsibility is an important characteristic of being an

From the perspective of theorists covered in the course, critically evaluate the role educators can play in counteracting dominant power through their practices.

Their teacher taught them skills they didn’t know before. Students also study (test, homework, CQA, etc) to get smarter. Children/Students don’t get enough power because they have to get less things (money, candy, food, etc) than

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

All students deserve to be treated with respect and fairness, showing students they are unique individuals. In addition, I believe positive reinforcement is essential to the behavior change process. Positive reinforcement should be consistent, individualized, and not complicated.

of literature on teacher-student power relations, is that the matter of power shall be addressed carefully either from teacher or student’s side since it can directly affect the relationship formation and learning process. For instances, teachers are advised and guided with several specific bases and effective of power, or students are subtly apply resistance strategies to the teachers. Secondly, it is acknowledged that there is a gap in the literature of teacher-student power relations in terms of neglecting the social discursive feature of power, where “power is communicatively negotiated between teachers and students” (Turman and Schrodt, 2006:266). Thus the research attempts to address this gap by closely examining how power relations in classroom are constructed through discourse-mediated approach. The next section provides initial foundation on the reason why discourse analysis is relevant for the purpose of this research. The exposition of the analytical framework drawn for this study will be presented later on in methodology chapter.

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think