1. Classroom discipline

2. What is classroom dicipline?

3. Concepts related to Classroom discipline
Control
Norms
Rewards
Punishment
Rules
Behaviour
Respect
Acceptence
Routine
Agreement
Responsibility
Obedience
Authority
Cooperation

4. Choose two words that define Classroom discipline the most from your point of view:

5. A suggested definition of classroom dicipline
Classroom discipline is a state in which both teachers and learners accept and consistently observe a set of rules about behaviour in the classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.

12. Rearrange these statements from the most to the least essential in a desciplined classroom according to your experience as a teacher:
Learning is taking place.
It is quiet.
The teacher is in control.
Teacher and students are cooperating smoothly.
Students are motivated.
The lesson is proceeding according to plan.

13. What is the relationship between discipline and learning?
It seems fairly clear that in a disciplined classroom it is easier to activate students in the way the teacher wants, and that time will be probably spent on-task, rather than on organizational problems or disruptive behaviour.

14. Factors that contribute to classroom discipline:
Classroom Management
Methodology
Interpersonal relationships
Lesson planning
Student motivation

15. Maturity of the learner The nature of the learner
Self-discipline
The nature of the learner

16. Dealing with discipline problems
Before the problem arises.
When the problem is beginning.
When the problem has exploded.

17. Before the problem arises:
To prevent problem from arising here are three main preventative strategies:
1. Careful planning
2. Clear instructions
3. Keep in touch

18. The trust of the students The teacher’s confidence
Vaccum
Careful planning
The trust of the students
The teacher’s confidence

19. Distracted and bored students Clear instructions
Students uncertainty about what they are supposed to be doing

20. Keep in touch
Teacher’s awareness of what is going on in all quarters of the classroom

21. When the problem is beginning
It’s advisable to respond immediately even to minor problems, and here are some helpful strategies when responding to discipline problems:
Deal with it quietly.
Don’t take things personally.
Don’t use threats.

22. Why it is advisable that teachers deal with problems quietly?
To prevent escalation

23. Try to relate to the problem, not to the student.
Don’t take things personally
Try to relate to the problem, not to the student.
Don’t let the student pull you into personal conflict.

24. Can you give an example about such threats?
Don’t use threats
Can you give an example about such threats?
Don’t use threats as a weapon unless you are ready to put them into practice

25. When the problem has exploded
In this stage the teacher should take a decision, here are some strategies to follow when the problem has exploded:
Explode yourself.
Give in.
Make them an offer they can’t refuse.

26. A display of anger Explode yourself A swift, loud command
Don’t do it too often
Don’t lose your temper

27. Give in
Yes, teachers may give in but they demand something from their students in return.

28. To avoid confrontation try these strategies: Postponment Compromise
Make them an offer they can’t refuse
To avoid confrontation try these strategies:
Postponment
Compromise
Arbitration

29. Have you ever hit your students as a punishment of undisciplined behaviur?

30. An example about descipline problems

31. The teacher is explaining a story
The teacher is explaining a story. Many of the students are inattentive, and there is a murmur of quiet talk between them. The teacher disregards the noise and speaks to those who are listening. Finally she reproaches in a gentle and sympathetic way, one student who is talking particularly noticeably. The student stops talking for a minute or two, then carries on. This happens once or twice more, with different students. The teacher doesn’t get angry, and continues to explain trying to draw students’ attention through occasional questions.