Over the years, educators and scholars have dedicated much research to the issue of discipline. Though their methods may vary, there seem to be common threads that are prominent in successful student discipline models. These threads include: a committed staff, well defined expectations, clear rules and procedures, and substantial support from the parents and community. With these foundations in place, teachers can begin to form their own successful discipline models within their own classrooms.
One proven method of classroom discipline is to incorporate both students and teachers in the decision making that controls the atmosphere of the class. This is different from the traditional methods of reward and punishment, in that everyone is included and good/ bad behavior is not necessarily singled out. Research on well-disciplined schools indicates that a student-centered environment, incorporating teacher-student problem solving activities, as well as activities to promote student self-esteem and belonging is more effective in reducing behavior problems than punishment. By making student’s responsible for their classroom environment, they may become more aware of what is going on around them and thus more apt to keep it positive.
Another proven form of discipline is the behavior modification technique of self-control skills. Self-control skills are skills such as self-instruction, self-monitoring, and self-reinforcement that teach a student to take total responsibility for their own actions and consequences. Utilizing routines in the classroom force students into a behavior of responsibility for their performance. This too differs from the traditional discipline practice of bestowing rewards and punishments on students, self-control skills teach the student to do these themselves.
Use Routines to Simplify Decision Making
Many factors such as immediacy and simultaneity will influence the amount of time a teacher has for instruction in the classroom. By implementing routines for common or predictable and time consuming tasks as well as routine student needs, the teacher increases the amount of time that can be devoted to instruction and interaction with students.
Predictable tasks are events that can be anticipated. Many such events occur in the course of a class period or school day. Some of these might be requests to go to the restroom, collection of work or assessments, needs for materials or formation of study groups. The variable is the time that these events will occur so that routines which are established early in the school term can be effectively taught and utilized by students and teachers and thereby free valuable instruction time during each class.
Routines can be developed with infinite variations but all are designed to achieve four basic goals.
- These goals should minimize time spent on a task,
- minimize the opportunity for disruption,
- maximize student responsibility,
- and minimize adult control and teacher involvement.
Although the initial time expenditure in explaining and teaching each of the classroom procedures and reinforcing the procedures until they become routine seems exorbitant, the students will, understand what is expected of them and take responsibility for their own behavior with an understanding of the consequences for their choices not to follow established procedures. Time needed to “approve” breaks for personal needs, collect homework, class work, and assessments, and return papers will be reduced using the routine procedures, and allow a maximum of instruction time with a minimum of disruption, teacher involvement, and adult control of predictable tasks in the classroom.
With the many theories and abundant research regarding discipline in schools, today’s educators are well equipped to form their own practices and discipline models. No theory or practice is 100% successful every time. A well balanced teacher will acknowledge this and adapt, incorporating many discipline methods to fit their needs.
