DISCIPLINE

Discipline is controlled
behavior. It constitutes
the next important
concern of teachers as
part of good
management.

1. Causes of disciplining problems

The classroom may not be conducive to learning if
it is:
a. overcrowded with more than the regular number
of students to a class.
b. with poor lighting facilities and inadequate
ventilation.
c. with furnitures and storage cabinets disorderly
positioned.
d. with inappropriate seating arrangement
e. near sources of noise

The students bring to the classroom a

surprising record of individual attitudes,
interests, and abilities. Said characteristics
could be traced to their differences in:
a. family background
b. physical and mental capacities
c. emotional traits

2. Prevention
"You must know how to anticipate trouble so
that minor skirmishes may not erupt to fullfledged battles.
Effective measures practiced in some schools:
a. Depending on the students' abilities and
interests, teachers can implement grouporiented methodologies such as: 1.) cooperative
learning approach, 2.) team learning, 3.) peer
tutoring), 4.) group projects and collections.

b. Teachers who are sensitive to possible

misdirection of efforts and interactions are
fast to switch from one technique to another
as the need arises.
c. Of prime importance are the teachers'
personal attributes such as: 1.) patience, 2.)
compassion, 3.) concern, etc

d. The teachers' personalities are their

surest "arms" that can either win or fail
amidst a controllable learning situation.
e. The teachers' teaching style will
determine how the students will
respond, at times receptive, sometimes
withdrawn.

3. Common Ways of Establishing Discipline/

Classroom Control

Common practices
a. Discipline is the students' responsibility.
b. Discipline is the teachers' way of establishing a
desirable student-oriented environment for learning.
c. Discipline is coupled with effective teaching
strategies and techniques.
d. Discipline is achieved through the effects of group
dynamics on behavior.
e. Discipline is believed to be the exclusive
responsibility of the teachers.

4. Tips to make you a good disciplinarian

a. Be prepared to face a class with multibehavior tendencies.

b. Know your students well their names,
family composition and socio-economic
status.
c. Show your sincere concern for their
welfare.
d. Commendable behavior is reciprocal.
e. Be calm, poised and tactful in solving
discipline problems.

f. At all times be firm and consistent in

following classroom do's and dont's.
g. Be enthusiastic
h. Let out your good sense of humor.
i. Speak with a good voice volume.
j. Be humble in words and actions.

Common ways of dealing with discipline

problems
Acceptable and effective
a. Use verbal reinforces that encourage good
behavior and discourage bad tendencies.
b. Use nonverbal gestures, frown or a hard look to
dissuade them from mischiefs.
c. Dialogues could help in discovering problems
and agreeing on mutually beneficial solutions.

d. Focus attention on one who is unruly and is

about to disturb the neighbors. Lead him/her to a
secluded area and nicely convince him/her to be
quiet.
e. Award merits for good behavior and demerits for
inconsistencies and lapses.
f. A private, one-on-one brief conference could lead
to a better understanding of mistakes that need to
be remedied or improved.
g. Allow students the freedom to express or explain
agitated feelings and misgivings rather than
censure them right away.

Unacceptable and ineffective

a. Scolding and using harsh words as a reprimand
b. Nagging and faultfinding, together with long
"sermons" are repugnant and nasty.
c. Keeping a student in a detention area
d. Denying a student some privileges due to
unnecessary hyperactivity
e. Assignment of additional homework compared to
the rest
f. Use of ridicule or sarcasm
g. Grades for academic achievement should not be
affected due to misdemeanor.