Discipline in Classroom (JOURNAL)
Content
DISCIPLINE IN CLASSROOM
This week journal, i will be talking about discipline in classroom. The main
reason is discipline has been a problem to all teachers guarantee in all school. It is
quite difficult for teachers to maintain and construct a discipline behavior among
pupils as it needs to be done correctly with right technique and patience. Discipline
means
A process of controlling one's behavior and actions,
motivation or
through
teaching
either
through self-
and punishment.
One of the most challenging tasks in any elementary classroom is to build a
community where students respect one another and value learning. Too often,
children use put-downs to communicate, resolve conflicts violently, and have
negative attitudes toward school and learning. These problems often are based in
society. How can one tell students not to use put-downs, for example, when that is
the predominant style of comedy on prime-time television?
But schools often contribute to such problems. Approaches based on lecturing
by teachers, passive reading of textbooks, and "fill-in-the-blank" worksheets keep
students from making decisions, from becoming actively involved in their learning,
and from learning how to think and communicate effectively.
If a teacher wants to build a community of learners, a number of things have to
happen. Students need to be involved in making decisions. They need to work
regularly in groups. They need a challenging curriculum that involves not only
listening but actually doing. They need to understand that it is OK to make mistakes,
that learning involves more than getting the "right" answer.
At the same time, teachers need to make sure that students are not set up for
failure. Teachers need to model what it means to work independently and in groups
so that those who have not learned that outside of school will not be disadvantaged.
Teachers need to be clear about what is and what is not within the purview of student
decision-making. And teachers need to learn to build schoolwide support for this kind
of learning and teaching.
When students use their decision-making power unwisely, I quickly restrict that
power. During reading time, for example, students are often allowed to choose their
own groups and books. Most work earnestly, reading cooperatively, and writing
regularly in their journals. If a reading group has trouble settling down, I intervene
rapidly and give increasingly restrictive options to the students. Other students who
work successfully in reading groups model how a reading group should be run: the
students not only conduct a discussion in front of the class, but plan in advance for a
student to be inattentive and show how a student discussion leader might respond.
A well-organized class that is respectful and involves the students in some
decision-making is a prerequisite for successful learning. Cooperative organization
and student involvement alone won't make a class critical or even build a community
of learners, but they are essential building blocks in its foundation.
This week journal, i will be talking about discipline in classroom. The main
reason is discipline has been a problem to all teachers guarantee in all school. It is
quite difficult for teachers to maintain and construct a discipline behavior among
pupils as it needs to be done correctly with right technique and patience. Discipline
means
A process of controlling one's behavior and actions,
motivation or
through
teaching
either
through self-
and punishment.
One of the most challenging tasks in any elementary classroom is to build a
community where students respect one another and value learning. Too often,
children use put-downs to communicate, resolve conflicts violently, and have
negative attitudes toward school and learning. These problems often are based in
society. How can one tell students not to use put-downs, for example, when that is
the predominant style of comedy on prime-time television?
But schools often contribute to such problems. Approaches based on lecturing
by teachers, passive reading of textbooks, and "fill-in-the-blank" worksheets keep
students from making decisions, from becoming actively involved in their learning,
and from learning how to think and communicate effectively.
If a teacher wants to build a community of learners, a number of things have to
happen. Students need to be involved in making decisions. They need to work
regularly in groups. They need a challenging curriculum that involves not only
listening but actually doing. They need to understand that it is OK to make mistakes,
that learning involves more than getting the "right" answer.
At the same time, teachers need to make sure that students are not set up for
failure. Teachers need to model what it means to work independently and in groups
so that those who have not learned that outside of school will not be disadvantaged.
Teachers need to be clear about what is and what is not within the purview of student
decision-making. And teachers need to learn to build schoolwide support for this kind
of learning and teaching.
When students use their decision-making power unwisely, I quickly restrict that
power. During reading time, for example, students are often allowed to choose their
own groups and books. Most work earnestly, reading cooperatively, and writing
regularly in their journals. If a reading group has trouble settling down, I intervene
rapidly and give increasingly restrictive options to the students. Other students who
work successfully in reading groups model how a reading group should be run: the
students not only conduct a discussion in front of the class, but plan in advance for a
student to be inattentive and show how a student discussion leader might respond.
A well-organized class that is respectful and involves the students in some
decision-making is a prerequisite for successful learning. Cooperative organization
and student involvement alone won't make a class critical or even build a community
of learners, but they are essential building blocks in its foundation.
