Classroom Discipline Essay

Classroom Discipline: Teaching Stability, Order, Respect and the Value of Law. Effective discipline is a challenge for all educators. “The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today” (“The Discipline Dilemma: Problems and Promises.”). Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce

a safe and fun learning environment. Discipline requires knowledge, skill, sensitivity, and self-confidence; like any art, it is something that one will acquire through training and experience; it becomes easier with practice. Many people confuse discipline with classroom management; discipline is one dimension of classroom management and classroom management is a general term. Discipline can also have a positive influence on both the individual and classroom environment. Utilizing disciplinary actions

Introduction High school teachers are always facing challenges from their students; therefore, “how to maintain a classroom discipline” becomes a serious task. Richmond (Richmond, 1996) has stated ten essential skills for maintaining confidence and poise in the classroom. In this essay, Richmond’s methods will be used to criticise teaching techniques in a video, and then the theoretical perspectives will be discussed. Practical Perspectives At the beginning of the scenario three, Miss Wheatley is

normal Malaysian classroom, a class consists of fifty students. In every second, it is estimated that every teacher are meeting a lot of challenges to maintain classroom discipline (Wright, 2005). Classroom discipline is defined as the ability to produce a productive classroom environment where misbehaviour is minimised so that learning can be maximised (Charles, 1992). In order for teachers to maintain good classroom discipline, they must be familiar with several models of disciplines to address students’

Classroom discipline and management literature review Introduction It is a fact that classroom management and discipline has always been a challenge to pre-service teachers as they do not know and have not acquired the necessary skills to deal with unruly learners effectively. Often so, teachers in service use strategies that are incorrect or rather unacceptable; whether this is done intentionally or under certain desperation to gain control and respect of the learners. It is prevalent across the

problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation

studies concerning classroom management in the 1970’s. These readings emphasized how teachers could manage students, lessons and classrooms to reduce the incidence of bad behaviour. This theorist acknowledged definite teaching techniques that help, and hinder, classroom discipline. Bestowing to Kounin, the method used, not the teacher’s personality, is the most crucial aspect in classroom management of student behaviour. The title of his book is Discipline and Group Management in Classrooms which centres

Discipline is one of the most important elements of classroom management. Although there are numerous discipline models proposed for classroom management, the purpose in all of these models is to achieve effective education and training (Habacı, Tanrıkulu, Atıcı, Ürker & Adıgüzelli, 2013). There are differences between teachers in terms of understanding discipline. For example while one teacher may believe that a behaviour is considered to be undisciplined, according to another teacher it is not

studies concerning classroom management in the 1970’s. These readings emphasized how teachers could manage students, lessons and classrooms to reduce the incidence of bad behaviour. This theorist acknowledged definite teaching techniques that help, and hinder, classroom discipline. Bestowing to Kounin, the method used, not the teacher’s personality, is the most crucial aspect in classroom management of student behaviour. The title of his book is Discipline and Group Management in Classrooms which centres

Classroom Discipline Preschool aged children can be headstrong and persistent to do what they want to do. It will be important for me as a teacher to have a plan in place for classroom discipline and management before I begin teaching. That does not mean that my plan of action might not change, however, feeling confident about my approach will help in the implementation. Different approaches will have to be taken with different students for both discipline and classroom management techniques, however