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Discipline in the primary classroom

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Patricija Balatinec

on 16 January 2014

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Transcript of Discipline in the primary classroom

TECHNIQUES
- means of controlling disruptive behaviour
Preventative techniques
- creating a positive classroom community with mutual respect between teacher and student
-
warmth
,
acceptance
, and
support
unconditionally - not based on a student’s behaviour
-
fair rules and consequences
-> frequent and consistent feedback regarding their behaviour
-
classroom contract
- created by both students and the teacher
-
the strategic use of praise and rewards
- teachers must emphasize the value of the behaviour that is rewarded
Positive Classrooms
Discipline without Stress, Punishments or Rewards
is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behaviour.
1. Start the year tough
It is so much easier to start tough and then lighten up, then to start light and discipline more.
Starting the year tough will give you control and flexibility.
2. Be fair to all students
Students are the first to recognize a teacher’s favorites or biases.
Treat all without partiality and make sure all are included and engaged in class material.
SYSTEMATIC APPROACHES
Classroom management
The Good Behaviour Game
-
Moskowitz
&
Hayman
- difficult to regain the control

-
Berliner
(1988) and
Brophy
&
Good
(1986) - correcting misbehavior -> lower rate of academic engagement in the classroom

-
effective classroom management
- clear communication of behavioural and academic expectations, cooperative learning environment

- enforcing rules and procedures

-
Affirmation teaching
- guiding students toward success transforms classroom into a community of well-behaved and self-directed learners
Top 10 Classroom Management Tips for Teachers
Discipline in the primary classroom
Corporal punishment
Rote discipline
- "lines"
- negative sanction used for behaviour management
- assigning a disorderly student sentences or the classroom rules to write repeatedly

- "classroom-level approach to behaviour management" that was originally used in 1969 by
Barrish
,
Saunders
and
Wolf
- earning access to a reward or losing a reward
- it can be used to increase desired behaviours
or to decrease undesired behaviours
Discipline with Dignity
- one of the most widely practiced behavior management philosophies in the world
- founded by
Dr. Richard Curwin
and
Dr. Allen Mendler
- provides an in-depth flexible approach for effective school and classroom management
- responsible thinking, cooperation, mutual respect and shared decision-making
- developed by
Dr. Robert DiGiulio
sees positive classroom management as the result of four factors:
how teachers regard their students (
spiritual dimension
)
how they set up the classroom environment (
physical dimension
)
how skillfully they teach content (
instructional dimension
)
how well they address student behavior (
managerial dimension
)

- discipline and learning approach developed by Dr. Marvin Marshall
- designed to educate young people about the value of internal motivation
- the intention is to prompt and develop a desire to become responsible and self-disciplined
- totally noncoercive (but not permissive) and takes the opposite approach to Skinnerian behaviorism
6. Overplan
Make sure you have plenty of activities to cover classroom time. It is wise to have several go-to activities to do if and when a lesson finishes early. It is sometimes the point of no return when students realize they are done with planned activities.
4. Instil high expectations
Expect that your students will behave, not that they will disrupt. Reinforce this with the way you speak to your students.
It’s never too early to encourage students to act with personal responsibility. Show them that there are consequences, both positive and negative, to their actions and decisions.
5. Incentivize good behaviour
Motivating students with rewards like no homework, watching a video, ice cream, or free-activity time can help students by giving them a goal. This can also help students hold each other accountable to class goals and stigmatize negative behavior even more.
3. Be prepared for disruptions and don’t let them phase you
Students often amplify their teacher’s reaction to disruptions—be ready for them and be ready to calmly and quickly pick up where you left off.
9. Be careful about confrontation
Confrontation needs to not humiliate nor does it need to be done in front of others. A bad confrontation situation could cause turn a teacher into an enemy in the eyes of a student. This will only amplify bad behaviour.
7. Have a clearly expressed disciplinary plan – with consequences!
Make sure students know the disciplinary ladder well. Any hint of ambiguity can leave a loophole for excuses (and students are great at making excuses!). Warn students when they are close to breaking a rule so there will be no ambiguity when that line is crossed.
10. Be patient and keep practicing
Don’t worry if things don’t go well right away. Controlling your classroom is learnable but will always be a challenge with some students.
8. Focus on relationships
Using positive reinforcement to build a positive reputation for the child gives the student confidence that their teacher believes in them and will make it harder to disappoint the teacher with bad behavior or work ethic.
THANK YOU FOR YOUR ATTENTION!
Patricija Balatinec
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