TECHNIQUES FOR BETTER CLASSOOM DISCIPLINE

What is discipline?

Training that makes people more willing to obey or more able to control themselves, often in the form of rules, and punishments if these are broken, or the behaviour produced by this training.



1. Focusing:

Students should be focusing on you when you are teaching. Don't begin talking or teaching until you have the complete attention of everyone in the room. This means that you wait and not start until you have all students focused on you. Speak in a soft voice and students will sit still so that they can hear their teacher.




2. Direct Instruction:

The teacher tells students what they will be doing before the lesson. Think of it as an outline of things to come. The teacher mentions that if they finish on time, there will be extra time at the end of the class for chatting or catching up on work from other classes. If you have to stand silently to wait for their attention, soon they will realize that this is cutting into free time.

3. Monitoring:

 You monitor your students by walking around the room. Check their progress as they work. This is important because you can see if a student has started, if they are having problems, and stay on task. While you are doing this, don't interrupt the class. Speak to individual students in quiet tones if they need help. If students know you wander the room and could be behind them at any time, they are more inclined to behave.

4.Modeling:

Provide examples for your students through your own behavior. Teachers who are courteous, prompt, enthusiastic, in control, patient and organize are the model that their students follow. If you want them to use quiet voices, use a quiet voice yourself.

5.Non-Verbal Cuing:

Find a way to get your students' attention non-verbally. You can use the light switch, clapping a beat, using a bell, or other means. Students respond to non-verbal cues for attention faster than verbal cues because they are used to verbal communication. Something different gets more attention. Other verbal cues include facial expressions, body posture, hand signals, etc. Make sure students know what a non-verbal cue means.

6.Environmental Control:

The atmosphere of a classroom says a lot about a teacher and determines the emotional feeling a student can get when entering the room. A cold, non-visual room may cause a student to think unconsciously. Your visual learners will appreciate your use of color and visuals. Include a few personal items like family pictures or a display of your hobbies.

7.Low-Profile Intervention:

 This is especially true with students who have trouble with authority. For some students, negative attention is the only attention they are used to and negative attention is better than no attention. If you encounter misbehavior, speak in quiet tones and pull the student aside. Try to anticipate problems before they get out of hand.

8.Assertive Discipline:

Canter believes that if you "catch" a student being good by recognizing them when they behave, they will work harder at behaving. He also believes that there should be consistent consequences of breaking the rules that are very clear. The teacher should come up with no more than five rules that are easily understood and presented in a positive light. For example, instead of "Students will not get out of their seats," you would write, "Students will remain seated." Students need to know what to do, not just what NOT to do. A "catch-all" rule should be added such as "Follow directions the first time."

9.Assertive I-Messsages:

 The focus is on you rather than the student. When you speak to a student off-task, say, "I want you to..." or "I expect..." When you tell him/her what you want, use it in the positive- what you want. Don't say, I want you to stop passing notes." Say instead, "I need you to pay attention so that you are able to understand the assignment. Usually when a teacher uses the negative form, the student gets defensive and denies any action.

 

10. Humanistic I-Messages:

These are espressions of the teacher’s feelings. This is explained in detail by Thomas Gordon, the creator of the TET (Teacher Effectiveness Training) tell us the structures these messages in three parts:

a.       Include a description of the child´s behavior.

b.       Relate the effect this behavior has on the teacher.

c.       Let the student know the feeling that it generates in the teacher.

 

11.Positive Discipline:

Last, but not least, describe behavior you WANT instead of what you DON'T want. Instead of saying, "Don't get out of your seat," say, "please remain seated." Instead of saying, "Don't chew gum in class," say, "Leave your gum at home." Use praise when you see students behave and use an award system. Even a simple "thumbs up" or a smile goes a long way.