Appropriate Discipline Technique in Classroom Management

Benjie M. Manila
Master Teacher I
Mt. View Elementary School

One of the most challenging activities that a teacher must perform is classroom discipline.

One aspect of teaching is educators' abilities to effectively manage their students' behaviours

because the most challenging aspect of teaching continues to be classroom management and

discipline (Yost & Mosca, 2002). Witzel and Mercer (2003) point out that classroom management

is one of the most common problems facing teachers because disruptive students take up valuable

learning time. Students with disruptive, defiant, and disrespectful behaviours often make it difficult

for teachers to teach and students to learn. Educators who have students with problematic

behaviours in their classrooms become extremely frustrated. These individuals often come to feel

that they are ineffective at working with students which is one cause of teacher attrition Witzel

and Mercer (2003).

There are various approaches of keeping the class in control. These can be considered

either a negative reinforcement or a positive reinforcement. Negative reinforcement such as

corporal punishment may seem to be effective in the beginning, but can also possibly cause adverse

effect on the students’ behaviour. That is why the Department of Education promotes the use of

positive reinforcement in classroom discipline and management. The appropriate use of positive

reinforcement and behaviour modification are important for success in the classroom, as frequent

reprimands, low expectations, and infrequent praise often result in students who exhibit

challenging behaviours (Morgan, 2006). The best way to understand behaviour is to look at the

causes of an action and its consequences (Skinner, 1948). We as teachers must not focus on the
troubles and problems that our students create. Instead, try to find out what causes them to do such

problems. In doing that, we will understand their manner of behaviour and be able to figure out

what best ways we can apply to help them. Encourage them to behave properly through a positive

means.

References:
 Witzel, B. S., & Mercer, C. D. (2003). Using rewards to teach students with disabilities:
Irnplications for rnotivation. Remedial and Special Education,24, 88-96. Retrieved January
24, 2007, from PsyciNFO database
 Yost, D. S., & Mosca, F. J. (2002). Beyond behavior strategies: Using reflection to manage
youth in crisis. Clearing House, 75, 264-268. Retrieved: fvfarch 1, 2006, from Academic
Search Premier database
 Morgan, P. L. (2006). Increasing task engagement using preference or choice making.
Remedial and Special Education, 27, 176-187. Retrieved January 24, 2007, from
PsyciNFO database
 SKINNER, (1948), B.F. Skinner Operant Conditioning,
https://www.simplypsychology.org/operant-conditioning.html