discipline in classroom is much important.

1. Classroom Management
& Discipline
SIDRA TAHIR
(905)

2. Definitions
 Class Management: the art of carefully preparing, presenting,
disciplining and controlling activities.
 Discipline: is about teaching people appropriate behaviour and
helping then become stronger or more in control of his or her
emotions and being independent and responsible.
Discipline problems are listed as the major concern for most new
teachers. What can teachers expect and how can they effectively
handle discipline problems? Classroom management combined with
an effective discipline plan is the key.
Trainee teachers sometimes ask what do you do if...? questions, and
are then disappointed when teachers or tutors reply “It depends on
the circumstances”. Teaching would be a much easier occupation if
all events within certain categories were identical. But, they are not.

3. Rules

4.  Movement:
 Walk quickly
 No running
 Ask first if you want to go to the toilet.
 Don’t just warder around the room unless you’re getting
somewhere.
 Talking:
 Don’t talk when I’m talking to you.
 Don’t talk where someone is answering a question.
 No shouting out.
 Work – Related:
 Working quiet even if the teacher is out of the room.
 No mobile phones, or if permitted they must be switched
off during the lesson.

5.  Presentation:
 Knowing how to set out work and when to hand it
in.
 Taking care with (...)
 Safety:
 No swinging on chair, pushing and shoving.
 No playing on slippery bents in wet weather.
 Materials:
 Keeps the library books
 No writing in desks or book covers.

6.  Social Behaviour:
 Show consideration for others.
 Be willing to share things and cooperate.
 Don’t take the property of classmates without
permission.
 Show good manners.
 Clothing / Appearance:
 Clothing to be neat and clean.
 Wear uniform properly
 All clothing to be labelled.
 Hairstyles, jewellery, studs and rings only as
approved.

7. Approaches to
Classroom Management
The next seven approaches are presented to establish
and maintaining good discipline. All establish clear
rules and expectations, all include recommendations
for preventive measures, and all are positive and
practical. They differrence in the degree of control
exercised by the teacher and the emphasis on task.

8. Assertive Approach
The Assertive Approach to classroom management
expects teacher to specify rules of behaviour and
consequences for disobeying them and to
communicate these rules and consequences
clearly. Students ho disobey rules receive “one
warning and then are subjected to a series of
increasingly more serious sanctions”. The idea is
for the teacher to respond to a student’s
misbehaviour quickly and appropriately.

9. The Canters make the following suggestions for teachers applying
assertive discipline:
 Clearly identify the expectations.
 Take positions. (Say, “I like that” or “I don’t like that”.)
 Use firm tone of voice.
 Use eye contact, gestures, and touches to supplement verbal
messages.
 Say no without guilt feelings.
 Give and receive compliments genuinely
 Set limits on students and enforce them.
 Indicate consequences of behaviour and why specific action is
necessary.
 Follow through regularly.
 Persist; enforce minimum rules; don’t give up.
 Establish positive expectations for student behaviour; eliminate
negative expectations about students.
 Gain confidence and skills in working with chronic behaviour
problems in the classroom

10. Behaviour Modification Approach
Behavioural modification is rooted in the classic work of James Watson and the
more recent work of B.F. Skinner. Behaviourists assume that behaviour is
shaped by environment and pay little attention to causes of problems.
Teachers using this behaviour modification approach spend little time on the
personal history of students or on searching for the reasons for a particular
problem. They strive to increase the occurrence of appropriate behaviour
through a system of reward and reduce the likelihood of inappropriate
behaviour through punishments.
The basic principles of the behavioural modification approach are as follow:
 Behaviour is shaped by its consequences, not by its causes of problems in the
history of the individual or by group conditions.
 Behaviour is strengthened by immediate reinforcements. Positive reinforces
are praise or rewards. Negative reinforcements take away or stop something
that the student doesn’t like.
 Behaviour is strengthened by systematic reinforcement (positive or negative).
Behaviour is weakened if not followed by reinforcement.

11.  Students respond better to positive reinforcement than they
do to punishment (aversive stimuli). Punishment can be
used to reduce inappropriate behaviour, but sparingly.
 When a student is not rewarded for appropriate or adaptive
behaviour, inappropriate or maladaptive behaviour may
become increasingly dominant and will utilized to obtain
reinforcement.
 Constant reinforcement – the reinforcement of a behaviour
every time it occurs – produces the best results, especially,
in the new learning or conditioning situations.
 Once the behaviour has been learned, it is the best
maintained through intermittent reinforcement – the
reinforcement of a behaviour only occasionally.

12.  There are several types of reinforcers, each of which may be
positive or aversive. Examples of positive reinforcers are: (a)
social reinforcers, such as verbal comments (“Right”,
“Correct”, “That’s good”), facial expressions, and gestures, (b)
graphic reinforcers, such as written words of encouragement,
gold stars, and checks, (c) tangible reinforcements, such as
cookies and badges for young students and certificates and
notes to parents for older students, and (d) activity reinforcers,
such as being a monitor near the teacher for young students
and working with a friend or on a special project for older
students.
 Rules are established and enforced. Students who follow rules
are praised and rewarded in various ways. Students who break
rules are either ignored, reminded about appropriate behaviour,
or punished immediately.

13. Group Managerial Approach
The group managerial approach to discipline is based on Jacob Kounin’s
research. He emphasizes the importance of responding immediately to
group student behaviour that might be inappropriate or undesirable in
order to prevent problems rather than having to deal with problems after
they emerge. He describes what he calls the “ripple effect”. If a student
misbehaves, but the teacher stops the misbehaviour immediately, it
remains an isolated incident and does not develop into a problem. If the
misbehaviour is not noticed, is ignored, or is allowed to continue for too
long, it often spreads throughout the group and becomes more serious and
chronic.
Kounin believes that students engagement in lesson and activities is the key
to successful classroom management. Students are expected to work and
behave. Te successful teacher monitors student work in a systematic
fashion, clearly defines acceptable and unacceptable behaviour, and
exhibits with-it-nees and overlapping abilities. The successful teacher has a
another, so that student attention is turned easily from one activity to
another. Similarly, lessons are well paced.

14. Group Guidance Approach
It is based on manipulating or “changing” the surface behavior of
students as individuals and groups. Boredom is one of the major
causes of disciplinary problems, and it leads to withdrawal,
frustration and irritability, or aggressive rejection of the entire
group on the part of students.
The main representative of this approach is Fritz Redl.
Redl holds that disciplinary problems have three causes:
Individual case history: the problem is related to the psychological
disturbance of one child.
Group conditions: the problem reflects unfavorable conditions in the
group.
Mixture of individual and group causes: The problem centers around
an individual, but is triggered by something in the group.

15. To maintain good discipline, the teacher must understand the group – its needs
and interest – and be able to manipulate the surface behavior of the group.
Group elements to be considered include the following:
Dissatisfaction with classroom work.
Poor interpersonal relations.
Disturbances in group climate
Poor group organization
Sudden changes and group emotions.
Perhaps one of the most difficult managerial tasks for the teacher is dealing with a
hostile or aggressive group. When group members act together to defy and
resist the teacher’s efforts, the teacher may react by trying to match force with
force. In some cases the teacher’s behavior is the source of the problem – being
inconsistent in enforcing rules, yelling or making idle threats, displaying
frequent outbursts of emotion, giving assignments that lack challenge, variety,
or interest.

16. Success Approach
It is based on the teacher’s helping students make proper
choices by experiencing success. This approach is rooted in
humanistic psychology and the democratic model of
teaching. The most representative of this approach is
William Glasser. He insists that although teachers should not
excuse bad behavior on the part of the student, they need to
change whatever negatives classroom conditions exist and
improve conditions so they lead to student success. Teachers
use this approach in elementary and junior high schools
more than in high schools.
Glasser’s view about discipline is simple but powerful.
Behavior is a matter of choice. Good behavior results from
good choices; bad behavior results from bad choices. A
teacher’s job is to help students make good choices.

17. Glasser makes the following suggestions to teachers:
Stress students’ responsibility for their own behavior continually
 Establish rules
 Accept no excuses
 Utilize value judgments
 Suggest suitable alternatives
 Enforce reasonable consequences
 Be persistent
 Continually review.
Glasser makes the point that teachers must be supportive and meet
with students who are beginning to exhibit difficulties, and they
must get students involved in making rules making commitments
to the rules, and enforcing them.

18. Punishment
Punishment is sometimes necessary to enforce rules and
regulations.
Punishment should fit the situation and take into consideration the
developmental stage of the student. It should also be in line with
school policy.
Guidelines for Using Punishment
 Learn what type of punishment school authorities allow.
 Don’t assign extra homework as punishment
 Don’t punish when you are at a loss for
what else to do or in an emotional state.
 Be sure the punishment fits the misbehavior.
 Give the student the benefit of doubt.

19.  Know Yourself
 Your Language Ability .
 Your Talents. Things that you are good at.
 You Specialist Knowledge (literature, history, geography).
 General Knowledge of an English Speaking Country.
 Your Teaching Skills.
 Your Attitude to Discipline.
 Know Your School
 The Philosophy of the School.
 Others teachers’ attitudes.
Guidelines for Class
Management

20.  Know you Students
 Names
 Backgrounds
 Interests
 Previous Experiences of Learning English
 Attitudes to English
 An Encouraging Class Atmosphere
 Giving a sense of purpose suggestion.
 Ensuring that English is spoken.
 Balancing fluency and accuracy.
 Using appropriate language.
 Giving encouragement.
 Involving all the students.

21.  The classroom itself
 Physical conditions of the classroom.
 Be Prepared
 A scheme of work.
 Lesson plans.
 Timing.
 Lesson routing
 General classroom lesson started
 Getting the lesson started, hands up.
 What to bring to class, where notes are made
 Changes or activity
 Pair work and group work.

22. Last Thought :
“Being an effective Class Manager
is not a talent which some people just have
and others do not – it is a set of skills
and an attitude learned throught
patience and practice”

23. THANK YOU