WRITTEN REPORT

IN
PRINCIPLES OF TEACHING I:
discipline

Submitted by:

Therese Angelie M. Camache

Grace P. Tasin
Michael Deliva
John Cristopher Deliva
“Self-discipline connotes internal motivation for one’s behavior, the internalization of
domestic ideals and is most evident when external regulations of behavior are
absent”

Discipline is controlled behavior. It constitutes the next important concern of

teachers as part of good management. No matter how well-managed a learning is,
students will occasionally misbehave. Teachers must be ready to deal with them with
utmost care and consideration.

Some Causes of Disciplinary Problems

 Unfavorable Learning Conditions
The classroom may not be conducive for learning if it is:
1. Overcrowded which may result in immobility or discomfort especially when
there is a need to operate instructional materials.
2. Poor lighting facilities and inadequate ventilation.
3. Furniture and storage cabinets are disorderly positioned.
4. Inappropriate seating arrangement.
5. Near sources of noise.

 Teacher’s Poor Management Skills

The teacher’s ability to meet discipline-challenging situations can spell the

difference between good or distressed classroom control. So much depend on
their, (a) knowledge and skill in employing a wide range of classroom strategies
and procedures, and (b) personal and emotional attributes.

 Students’ Varied Background

Differences in attitudes, interests, and abilities can be traced from:

1. Family background
2. Physical and mental capacities
3. Emotional traits
4. Socio-economic status
5. Disciplinary measures in each homes

Preventive Measures
Group-Oriented Methodologies

1. Cooperative Learning Approach

2. Team Learning
 3. Peer Tutoring
4. Group Projects and Collections

Teacher’s ability to shift from one technique to another as the need arises.

Teacher’s personal attributes

1. Patience
2. Compassion
3. Concern and Caring Attitude
4. Respect and Trust for Others

Teacher’s Teaching Style

Various Modes of Establishing Discipline/Classroom Control

Authoritarian Assertive Laissez Faire
Control No Control
In the spectrum of modes of establishing discipline shown above, we begin with
teacher’s total control of student’s becoming less with increasing student’s
participation until teacher’s control is no more as students are allowed “let do”.

Assertive discipline involves the use of the following behaviors. To be effective

they must be used consistently:
1. Identify expectations clearly.
2. Be willing to say “I like that” or “I don’t like that”.
3. Be persistent in stating expectations and feelings.
4. Use firm tone of voice.
5. Maintain eye contact.
6. Use non-verbal gestures in support of verbal statements.
7. Use hints, questions, and I message rather than demands or requests for
appropriate behavior.
8. Follow-up with promises rather than threats.
9. Be assertive in confrontations with students.
Some Tips To Make You A Good Disciplinarian
1. Be prepared to face a class with multi-behavioral tendencies.
2. Know your students well.
3. Show sincere concern for their welfare.
4. Commendable behavior is reciprocal.
5. Be calm, poised and tactful in solving discipline problems.
6. Be firm and consistent at all times and enforcing classroom rules.
7. Be enthusiastic.
 8. Let out your good sense of humor.
9. Speak using a good voice volume.
10. Be humble in words and actions.

Types of Discipline in the Classroom

Discipline is a key component to effective classroom management. Classroom
discipline refers to the strategies a teacher uses to manage student behaviors and
attitudes during instructional time. A teacher who uses consistent discipline strategies
exhibits more effective classroom management than an inconsistent teacher. Though
teachers usually develop their own styles of discipline for their classrooms, most
discipline strategies can be categorized into three main styles or approaches.
Preventative Discipline
Teachers with effective classroom management strategies establish
expectations, guidelines and rules for behavior during the first few days of class.
Clearly explaining expectations is an essential component to preventative discipline.
The goal of preventative discipline is to provide proactive interventions to potential
disruptive behaviors by clearly explaining to students what behaviors are and are not
appropriate.
The most basic component to preventative discipline is a concise outline about
classroom expectations for students as well as for teachers; students need to know
what is expected of them for the remainder of the class. Such guidelines might include
rules regarding talking, homework or language use in the classroom. A preventative
discipline strategy also establishes the types of consequences that will follow a
forbidden act or behavior. Preventative discipline strategies create a safe, non-
confrontational classroom atmosphere in which students feel that they understand
what is to come.
Supportive Discipline
Even the best laid preventative discipline strategies may fail periodically
throughout the school year. When a teacher offers a verbal warning or a suggestion
for correcting behavior while a student is disobeying an established classroom rule,
the teacher is using supportive discipline. Supportive discipline is distinct from
punishment in that it provides a student with suggestions and options for correcting a
behavior before a consequence is necessary. For example, if a student is wandering
around the class after a teacher has announced it is time to sit down, the teacher may
say, "I made the announcement that it is time to sit down. Find your seat so we can
get started or I will need to hold you after class." The student has been given the option
to accept or avoid further punishment; the behavior has been redirected through a
teacher's supportive discipline strategy. Reminders, redirection and nonverbal
communication are all examples of supportive discipline.
Corrective Discipline
When a student has failed to redirect her behavior after repeated attempts at
supportive discipline, a teacher may opt for a corrective discipline strategy. Corrective
discipline refers to the set of consequences delivered to students following an
infraction. There is a wide degree of variation among corrective discipline strategies,
some more effective than others. For example, engaging in a verbal altercation with a
student is a corrective discipline technique, but it may escalate a volatile situation and
undermine your authority as a teacher and leader. Corrective discipline strategies
should be adapted to the students' age or grade level; though placing students in a
time out may be effective for kindergarten, high school students are much less likely
to comply with such provisions. Consistent application of consequences is an essential
component of corrective discipline strategies.