Discipline Management in Classrooms

1. Professional Education 4:
General Principles and
Methods of Teaching
Prepared by:
TALABOC, Clarice Anne D.
III-6 AB/BSE Literature (English Stream)

2. Management of Discipline
Effective Classroom Management Technique

3. Classroom Discipline
 Learning is the central goal of the total school operation, and
teaching is the school’s basic production technique.
 Effective teaching and effective learning take place in a well-
managed classrooms.
 When class time is consumed by management problems, students
are losers, for little learning takes place.
“Good classroom management is one of the strongest
influences in academic learning.” (Good, 1979)

4. Do Classrooms Need Managers?
 In a survey of teachers, chronic student misbehavior was noted as
the main source of job stress by 58% of respondents. (Feitler & Tokar,
1982)
 Class disruptions
 Incomplete work
 Non-participation
 Cheating
 Repeated tardiness
 Absences

5. Characteristics of Classrooms
Classrooms have distinctive properties affecting
participants regardless of how students are organized for
learning or what educational philosophy the teacher
espouses. (Doyle, 1986)

6. Characteristics of Classrooms
 Multidimensional.
 Simultaneous.
 Immediacy.
 Unpredictable.
 Public.
 Histories.

7. Gaining Student
Cooperation: What It Means
The basic task for teachers is to achieve order by gaining
and maintaining student cooperation in class activities.
(Doyle, 1979)

8. The Goals of Classroom
Management
Order for its own sake is an empty goal… It is unethical to
use classroom management techniques simply to keep
students docile and quiet. (Woolfolk, 1987)

9. The Goals of Classroom Management
 More time for learning.
 Access to learning.
 Management for Self-Management.

10. Four Stages of Classroom
Management
Brophy and Evertson (1978) have identifies four general
stages of classroom management, each of which is
defined by age-related needs.

11. Four Stages of Classroom
Management
 First Stage.
During kindergarten and the first few years of elementary
school, children are learning how to go to school. They are being
socialized into a new role.
Direct teaching of classroom rules and procedures is important
during these stage.
Little learning will take place until the children master these
basics.
Since most children this age are willing to accept adults as
authority figures, we can expect them to follow instructions and try to
please.

12. Four Stages of Classroom
Management
 Second Stage.
Children in the elementary years are usually familiar with the
student role, even if they are not always perfect examples of it.
Many school and classroom routines have become relatively
automatic. Specific new rules and procedures for a particular activity
may have to be taught directly, however.
At this stage, you will spend more time monitoring and
maintaining the management system than teaching it directly.

13. Four Stages of Classroom
Management
 Third Stage.
Toward the end of elementary school and the beginning of
high school, friendship and status within peer groups take on
tremendous importance.
Pleasing the teacher may be replaced by pleasing peers.
Some students begin to test and defy authority.
The management challenges at this stage are to deal
productively with these disruptions and to motivate students who are
becoming less concerned with teacher’s opinion and more interested
in their social lives.

14. Four Stages of Classroom
Management
 Fourth Stage.
By the end of high school, the focus of most students returns to
academics.
Classroom management at this stage involves:
-managing the curriculum
-fitting academic material to students’ interests and abilities
-help students become more self-managing in their learning
The first few classes (sessions) each semester may be devoted
to teaching particular procedures for using materials and equipment
or for keeping track of and submitting assignments. But most students
know what is expected.

15. Abraham Maslow (1908-1970)
Psychologist

16. Maslow’s Hierarchy of Human Needs

17. Needs of Young Adolescents
Adolescence covers the age time-frame of 12-18 years, a
period corresponds to the high school and early part of
college levels in the educational ladder.
Kathleen Daniel, et al. (1977) developed a list of needs of
young adolescents.

18. Needs of Young Adolescents
 PHYSICALLY, young adolescents need:
 Opportunities to move and change activities.
 Flexibility of space, which may vary in size.
 Sturdy things, since adolescents are awkward and clumsy.
 Times of quiet and rest.
 Opportunities to test the limits of their physical ability.
 Healthy food and especially healthy snacks as they need them.
 Adults to understand the changes they face.
 Sex education, information about growth and development.
 An environment that downplays the differences in size and
ability.

19. Needs of Young Adolescents
 SOCIALLY, young adolescents need:
 The opportunity to work in the same, and opposite sex groups.
 An opportunity to relate to a close group of pees and large
group of peers.
 Social activities, fun nights, carnivals they can work on.
 Free time to socialize.
 Opportunities to learn and practice social skills.
 Opportunities to explore values and beliefs.

20. Needs of Young Adolescents
 EMOTIONALLY, young adolescents need:
 An emotional safe, supportive environment where students are
free to risk and learn from failure as well as success.
 Successful experiences, which help students feel better about
themselves as learners.
 Tolerance for mood swings.
 Help in understanding their bodies and emotional ups and
downs.
 An environment that fosters security and affection, a sense of
belonging, self-confidence, and self-competence.
 Recognition and reward.
 Fun and adventure (educational and recreational).
 Participation in school and classroom decisions.

21. Needs of Young Adolescents
 COGNITIVELY, young adolescents need:
 A vehicle for connecting new information to what is already
known, thus helping students to feel more confident about
learning new material.
 Experiences in abstract thinking that may help students move
gradually from the concrete to the abstract levels of reasoning.
 Discussions, debates.
 Opportunities to experiment with formal thought such as in
cooperative learning groups.
 Learning strategies that help students build background
knowledge, activate what they know, and organize information.
 Time, discussion, prodding.

22. Why Is Classroom Management an
Integral Part of Teaching
 Ornstein (1990) states that in order to teach, one must be able to
manage the students under him. No matter how much potential
one has as a teacher, if he is unable to control the students in his
classroom, little learning will take place.
 Inadequate classroom management and discipline are widely
considered by the public to be a major educational problem.
 The classroom cannot function without the teacher. The success of
the activities in the classroom depends on the ability of the teacher
as a classroom manager.
 Care of routine
 Classroom discipline

23. Allan C. Ornstein
Professor of Education

24. Ornstein’s Suggestion on Ways to
Establish and Maintain Good
Classroom Management and
Discipline

25. How to Encourage Students to Behave
and Work with the Teachers in the Class
 Act as if you expect students to be orderly from the first day on.
 Expect everyone’s attention before you start teaching.
 Don’t talk too much.
 Hold students accountable for abiding by rules.
 Be businesslike but friendly.
 Maintain you dignity.
 Treat minor disturbance calmly.

26. How to Handle Group Infractions or
Misbehaviors
 Don’t wait until a class is out of control.
 Focus on the individual rather than the class.
 Don’t punish the group when you are unable to deal with the
individual or to find which individual is causing disturbance.
 Maintain your temper and poise.
 Avoid threats; but if you make one, carry it out.
 Analyze your own behavior for possible causes of misbehavior,
especially if the difficulty continues.
 Seek help from others.

27. How to Deal with Individual Offenders
in the Classroom
 When a student is involved in a minor infraction (whispering,
annoying a neighbor, calling out), use nonverbal signals such as
facial expressions or gestures while you continue to teach. If the
infraction stops, don’t reprimand the student.
 If these signals fail, move closer to the student while you continue to
teach. If this stops the student, don’t reprimand any further.
 If proximity fails, quietly talk to the student while the rest of the class
continues to work.
 Avoid physical contact, especially in a tense situation.

28. How to Deal with Discipline Problems
That Cannot Be Resolved in Class
 Talk to the offender in private, before or after class.
 If you have to punish, make the punishment fit the misbehavior.
 Leave the misbehaving student with the feeling that he is ruining
things for himself and the group.
 Ignore a student’s claim that s/he “doesn’t care.” This is usually a
defensive reaction.
 Give the student a chance to redeem him/herself.
 Use the resources at your disposal.
 Seek help from others.
 Communicate with the parents.

29. How to Deal with Discipline Problems
That Cannot Be Resolved in Class
 Analyze your methods.
 If you have to refer the student to a counselor, disciplinarian, or
supervisor, be specific. Avoid subjective remarks, stick to the facts.
 Don’t rely too much on others to solve your classroom problems.

30. How to Develop and Maintain a Positive
Approach to Classroom Management
 Be positive.
 Use praise.
 Trust.
 Express interest.
 Be fair and consistent.
 Show respect; avoid sarcasm.
 Establish classroom rules.
 Discuss consequences.
 Establish routines.

31. How to Develop and Maintain a Positive
Approach to Classroom Management
 Confront misbehavior.
 Guide.
 Avoid over controlling.
 Reduce failure, promote success.
 Set a good example.
 Be willing to make adjustments.

32. Discipline: The Delicate Balance

33. References:
 Ornstein, Allan C. Strategies for Effective Teaching. Navotas, Rizal:
Navotas Press, 1990, Philippine copy.
 Anita E. Woolfolk, Educational Psychology, 3rd ed. (Englewood Cliffs,
N.J.: Prentice-Hall, 1987), pp. 350-351.
 Ida Profahl, Second-Grade Teacher. Denison Elementary School,
Denison, Iowa.