Maintaining Classroom

Discipline
Promoting Good Methods of Classroom Discipline

H elping students to govern

their own behavior in ways
that help them learn is a long-
Show interest in what students say,
whether or not it pertains directly to
the lesson.
standing goal of all teachers. There
are a number of ways that a Treat students with the same
teacher can promote good discipline respect you expect from them;
in the classroom. keep confidences.

Know school guidelines for Learn the meaning of terms,

discipline procedures. especially slang, used by students.

Be fair, positive and consistent. Begin class on time and in a

Be the kind of person young people businesslike manner.
can like and trust—firm, fair,
friendly, courteous, enthusiastic Make learning fun. Make
and confident. Keep your sense education interesting and relevant
of humor. to the students’ lives. Poor
planning and a full curriculum can
Provide a list of standards and provoke disruptions.
consequences to parents and
students. Make sure they are Praise good work, good
consistent with district and building responses and good behavior.
policy. When in doubt, ask a
colleague or your principal. Don’t threaten or use sarcasm.
Never use threats to enforce
Keep your classroom orderly. discipline. Never humiliate a child.
Maintain a cheerful and attractive
classroom rather Avoid arguing with students.
than a disorderly Discussions about class work are
one which might invaluable, but arguments can
encourage become emotional encounters.
disruptive behavior.
Be mobile, moving around the
Get to know your room as students work or respond
students. Learn to instruction.
their names quickly
and use them in and Keep your voice at a normal
out of class. You will level. If “disaster” strikes and you
soon develop almost trip over the wastebasket, don’t be
a sixth sense for afraid to laugh.
anticipating trouble
before it begins, but Grade assignments and return
don’t act as though them as soon as possible.
you expect trouble or
you will almost Give reasonable assignments.
certainly encounter some. Don’t use schoolwork as
punishment. Give clear directions.
Let the students know you care.
Determine jointly with the class what Keep rules simple. Establish as
is acceptable in terms of behavior few classroom rules as possible,
and achievement and what is not. and keep them simple.
over
 Discipline — Handling
The LEAST Approach.
There are several good methods of classroom discipline. One of the best is Classroom
the LEAST Approach, developed by NEA, which helps you determine the
appropriate level of involvement. If discipline problems can be handled at
Step 1, there is no need to progress to Step 2, etc. Briefly, the LEAST
Conflicts
Approach includes these steps:
•Leave it alone. Here are a few practical
If the event is a brief and minor disturbance that is unlikely to occur again, suggestions for dealing with an
leave it be. angry student in the classroom who
•End the action indirectly. is defying your authority and is out
When learning is disrupted or someone may get hurt, let the student(s) of control:
involved know you are aware of the inappropriate activity with a facial
expression, a body gesture, or a quiet action such as walking toward the • Do not raise your voice.
student(s) or calling the student(s)’ name(s).
•Attend more fully. • Try to remain calm and rational.
Secure more information from the student on who, what, when, where and
why. Be objective rather than emotional. • Do not touch an agitated or
•Spell out directions. angry student.
When a situation threatens to get out of hand, making learning impossible or
risking harm to someone, clearly explain to the student(s) involved the • Try to keep the student seated. In
consequences of his/her actions and your intent to follow through. many instances, this is
•Treat student progress. impossible. You can only suggest
Record what happened, when, where, who was involved, what you did, and the student remain seated so that
who witnessed the incident. he might explain to you what is
wrong.
What if I “blow” the first week?
• Be reassuring to the student as
If you “blow” the first week, don’t • you are called to the office in the well as the rest of the class.
worry. Just re-evaluate your rules and middle of class? Explain the importance of
policies, tell the class you’re making • non-English speaking students are protecting every student’s right to
some changes, and be consistent assigned to your class? learn. Talk about options for
from then on. • a student has a seizure or goes into resolving the conflict.
Expect the unexpected.
a coma?
Schedules will be changed without
• Send another student for help.
warning and unanticipated events will Be fair to your students. The student should be told to go
occur. Be flexible in responding to the Here are some ways to help you win to the nearest office to summon
unexpected; ask your colleagues for the respect of your students: assistance from the
suggestions on how to deal with • Be consistent in application of administration.
situations like the following. discipline and just in your
What will you do if: requirements and assignments.
• it rains at recess time? • After the incident is over,
• Don’t refuse to let a student tell you immediately document
• your class arrives too early at the his or her side of the situation. Be everything that happened.
cafeteria?
willing to consider mitigating This documentation should
• a student tells you her pet died? circumstances. include time, name(s) of
• a student tells you she is • Don’t talk about the misdeeds of student(s) involved, a brief
pregnant? students except to those who have a description of the events that
• a child wets his pants? right to know. Don’t openly compare occurred, and any information that
• a student is verbally abusive? one pupil to another. pertains to the student(s) or the
• a parent is angry and unreasonable? incident. This report should be
• Apologize if you’ve treated a
• a student refuses to do what you submitted to the administration.
student unjustly.
ask? You also should keep a copy in
• Make sure punishments are case of a future conference with
• you have no textbooks? appropriate for the misbehavior, and parents or school
• a student falls asleep? explain to the student why he or she administrators regarding the
• a student cuts her head falling out of is being punished. incident.
her desk?