classroom discipline. • Relationships : referent power; Positive teacher-student Relationships 40 percent), • legitimate power: clear parameters of acceptable behaviors 25 % • expert power: monitoring skills, 25% • Reward and coercive power: consequences 10 % (Boynton et al (2005: 4) • The trick is: – to build a classroom discipline system around the first three components—positive teacher-student relationships, clear parameters, and monitoring skills—and – to artfully and naturally integrate them into your classroom instruction s so that they are just part of the way you do business and interact with students. • The fourth component is the use of negative consequences for misbehavior. • Even the most skilled teacher needs to include clearly defined and articulated consequences within his or her discipline plan. • Although necessary, consequences should be the least-used component of the plan. • Why you may want to include the following rules in your classroom (from Boynton et al (2005: 27)): – 6 Different sections: 1. Class discussions 2. Seat work activities 3. Coming to class prepared 4. How to seek assistance 5. Completed work 6. Homework Class discussions
• Raise your hand
• Wait to be called on • Listen attentively and respectfully • Everyone is to participate Seat work activities
• Hold up “help” card for help
• Clear your desk of unneeded supplies • •Sharpen pencils when you enter the classroom • Read a book when work is completed Coming to class prepared
• Bring books needed for the subject
• Bring pencils or pens • Bring paper, a notebook, and a calculator 1. Coming to class prepared How to seek assistance
• Hold up “help” card during independent work
• Ask your neighbor during reading groups for help Completed work
• Place in designated baskets at the teacher’s
direction Homework
• Place in designated baskets when entering
classroom at the start of class 8 steps to be taken when correcting or disciplining a student 1. Review what happened 2. Identify and accept the student’s feelings 3. Review alternative actions 4. Explain the building policy as it applies to the situation 5. Let the student know that all students are treated the same 6. Invoke an immediate and meaningful consequence 7. Let the student know you are disappointed that you have to invoke a consequence to his or her action 8. Communicate an expectation that the student will do better in the future Things to consider when correcting students 1. Correct in a private location – First of all, remember to correct the student in a private location. – Public correction can foster feelings of anger, embarrassment, and bitterness; 2. Treat students as you want your own children treated – ask yourself, “How would I want my own children disciplined in a similar situation?” – Answering this question will help you treat the student with care and respect. 3. Stay calm – Finally, remember to stay calm – The worst thing you can do is to invoke a consequence when you are angry or upset, 4. Avoid frustration – If necessary, give yourself a “cooling-off period” before intervening with the student, Show You Care • Caring also fosters a preventive approach to discipline, as students who feel cared for are more likely to want to please you by complying with your wishes and policies. • You are better off if you follow these tips: 1. Show an interest in your students’ personal lives 2. Greet the students by the front door as they enter the classroom 3. Watch for and touch base with students who display strong emotion 4. Sincerely listen to students 5. Empathize with students
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