WHAT IS DISCIPLINE?
Discipline is the required action by a teacher toward a student (or group of students), after the student’s behavior disrupts the ongoing educational activity or breaks a preestablished rule created by the teacher, the school administration or the general society. Discipline, guiding children's behavior, or setting limits are all concerned with helping children learn how to take care of themselves, other people, and the world around them.
Discipline is a major component of education because
if the teacher does not maintain the
the classroom, the teaching and learning process cannot be accomplished. It is a first step in creating a learning environment.
as socialization agents, teachers have to teach their students which behaviors are expected in which situations. Hence, through their own actions and reactions, teachers transmit the messages to children about their expectations for proper behavior in particular situations.
To be successful in the classroom,
teachers need a well planned, individual approach to discipline.
they must understand various theories of discipline and the assumptions on which they are based,
they must understand their own values and educational philosophy and
they must make an approach to discipline that is in harmony with their beliefs. If you believe in something and do something, else, you will experience personal conflict and you also confuse your students.
Discipline is an art that requires knowledge, skill, sensitivity, and self-confidence. Like any art, it is one that you will acquire through training and experience and it becomes easier with practice. Some people confuse discipline with classroom management. Discipline is one dimension of classroom management. Classroom management is a general term.
What is classroom management?
It is how a teacher organizes his/her students, time, space, and materials so students can learn in the proper environment. Classroom management refers to the organization of a classroom. It includes the classroom environment, the layout of the desks and chairs, the flow of your lessons, space, time and materials. In any classroom, there is a wide range of behaviors. Children, as individuals, develop unique ways of responding to what goes around them. Most of these behaviors are appropriate and develop further when adults or peers show approval. Some behaviors are inappropriate which we call misbehavior.
Misbehavior is any behavior that, through intent or thoughtlessness,
interferes with teaching or learning,
threatens or intimidates others,
oversteps society’s standards of moral, ethical, or legal behavior.
Why do children misbehave?
Children misbehave because they are children. They lack adult perspective and respond emotionally or impulsively to situations.
They misbehave to get attention, to test authority, to fit an image.
They misbehave because they lack knowledge and experience, they feel rejected or upset, they feel unloved, or they feel bored or unchallenged.
Some children have been well nurtured, and life has granted them the best. They are charming and require little guidance. Other children are more demanding and challenging, requiring strong limit setting. We also face with very difficult children who bite, hit, and attack classmates and teachers, as well as passive children who are nonresponsive. These diverse types of children require very different responses and behaviors from teachers. There are many discipline models and systems available for the teacher to deal with misbehaving children. Most of them are good models; they are generally based on psychological theory. Each has a differing view of the motivation of children and misbehavior and each prescribes various techniques for dealing with it. Some models rely on very light requests of the child, whereas others make clear demands to stop misbehavior. These models can be placed into three categories. In other words, teachers can use three discipline philosophies (which are called “faces”) while handling misbehaviors of the students. These are;
Rules and Consequences.
These approaches progress along a continuum from minimum to maximum power exerted by the teacher. No one model can work successfully for all children at all times, nor will the same model always succeed for the same
child as he experiences and exhibits different kinds of misbehaviors.
3 faces of discipline
Relationship-Listening is a therapeutic process which is grounded in humanistic thinking.
The teacher who favors Relationship-Listening philosophy believes that the student has the capability to change his own behavior, he is the master of his destiny, and uses minimum power.
She thinks that if she makes the student aware of his actions and gets him talk out his emotional concern, the student would stop misbehaving.
The teacher’s role is to provide the misbehaving student a supportive, facilitating environment and establish a nonjudgmental relationship.
Confronting-Contracting is an educational and counseling process which is grounded in social and developmental psychological theories.
The teacher who favors Confronting-Contracting philosophy believes that she has to confront the misbehaving student to stop his behavior.
She gives the student the power to decide how he will change his behavior and encourages the student to make a contract for behavioral change. Mutually acceptable solutions to conflicts are formulated.
Rules and Consequences is a controlling process which is grounded in experimental behaviorist psychologies.
The teacher who favors Rules and Consequences philosophy uses maximum power in the class. She identifies the classroom rules and the behaviors she wants. She teaches these rules to the students and rewards positive behaviors acquired by the student.
----------------TEACHER’S POWER -----------------------
minimum power maximum power
R-L C-C R-C
Therapeutic Educational and counseling Controlling
Gordon: T.E.T. Dreikurs’ Model Behavior Analysis
Peer Mediation Glasser’s Reality T. Positive Discipline
Transactional A. Discipline with Dignity Assertive Dis.
Inner Discipline Love & Punishment
TEACHER BEHAVIOR CONTINUUM (TBC)
A systematic teaching process that a teacher might use daily to intervene with the kinds of misbehavior normally seen in most young children in classroom settings.
TBC contains a group of five general teacher behaviors :
1) Modality cueing: The teacher uses to signal the child-through a modality of looking, a touch, or a sound to become aware of his own actions (minimum power)
2) Nondirective statements: The teacher uses words to describe to the child the feelings, problem, or situation the child is facing like a difficulty with another person or objects and materials.(…, I can see by your face that you are unhappy; you have lost your pencil OR it is hard to give up toys that you want so much to keep.)
3) Questions: The teacher asks questions to the child to make her solve the situation. (What could you say to …. Who has your pen?)
4) Directive statements: The teacher tells the child WHAT TO DO, NOT WHAT NOT TO DO. (Be quiet in the class, not do not shout in the class) (tell …. That is my pen, I was using it. I want it back)
5) Physical intervention (maximum power): The teacher physically takes the child by the hand or body and stops an action that is occurring.
R-L C-C R-C
Nondirective st. Directive st. Physical int.