Preventive Discipline Prepared by: Shuhudha Rizwan

The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter. Children are now tyrants. They contradict their parents, chatter before company, gobble up their food, cross their legs, and tyrannize their teachers. Socrates (469–399 B.C.)

Nothing to worry about……… Children of prehistoric age even had the problems I have in my classroom!

What is classroom management? Methods used to organise classroom activities, instructions, physical structure, and other features to make effective use of time, to create a happy and productive learning environment and to minimise behaviour problems and other disruptions.

Discipline Methods used to prevent behaviour problems from occurring or Methods used to respond to behaviour problems so as to reduce their occurrence in the future

How to Achieve Classroom Management Through Preventative Discipline Kounin’s model of preventative discipline

Ripple Effect When you correct the misbehaviour of one student, it can positively influence the behaviour of another

‘With-it-ness’ Awareness of what is going on in all parts of the classroom Good teachers have eyes on the back of their heads! Do you have them? Classroom layout benefits the teachers ability to see all students at all times

Overlapping Good teachers are good jugglers! When teachers can effectively tend to two or more events simultaneously Students are more likely to stay on task if they know that the teacher is aware of what they are doing (body language)

Movement Management Smoothness: Smooth transitions between activities Momentum: Appropriate pace and progression through a lesson Group Focus and Accountability: Keep the whole class involved and interested

As teachers we should try to avoid …. Dangling: Teacher leaves a topic and introduces new, unrelated material Flip-flop: like dangling, except that the teacher inserts left-over materials from a previous lesson

Thrust: teacher forgets to give clear instructions at the appropriate time of a lesson. Teacher must then re-explain the instructions to each student on an individual level Stimulus-bound: Teacher is distracted by an outside stimulus and draws the class’s attention to it