Introduction 11 Techniques for Better Classroom Discipline

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11 Discipline
Techniques Here are eleven techniques that you can use
Techniques that in your classroom that will help you achieve
Backfire effective group management and control.
Stages of Discipline They have been adapted from an article
Better Discipline called: “A Primer on Classroom Discipline:
Proactive Discipline
Principles Old and New” by Thomas R.
HLS Schools McDaniel, Phi Delta Kappan, September
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by beginning their lesson, the class will settle down. The children will see
that things are underway now and it is time to
go to work. Sometimes this works, but the
children are also going to think that you are
willing to compete with them, that you don’t
mind talking while they talk, or that you are
willing to speak louder so that they can finish
their conversation even after you have started the lesson. They get the
idea that you accept their inattention and that it is permissible to talk while
you are presenting a lesson.

The focusing technique means that you will demand their attention before
you begin. It means that you will wait and not start until everyone has
settled down. Experienced teachers know that silence on their part is very
effective. They will punctuate their waiting by extending it 3 to 5 seconds
after the classroom is completely quiet. Then they begin their lesson using
a quieter voice than normal.

A soft spoken teacher often has a calmer, quieter classroom than one with
a stronger voice. Her students sit still in order to hear what she says.

2. Direct Instruction

Uncertainty increases the level of excitement in the classroom. The

technique of direct instruction is to begin each class by telling the students
exactly what will be happening. The teacher outlines what he and the
students will be doing this period. He may set time limits for some tasks.

An effective way to marry this technique with the first one is to include time
at the end of the period for students to do activities of their choosing. The
teacher may finish the description of the hour’s activities with: “And I think
we will have some time at the end of the period for you to chat with your
friends, go to the library, or catch up on work for other classes.”

The teacher is more willing to wait for class attention when he knows there
is extra time to meet his goals and objectives. The students soon realize
that the more time the teacher waits for their attention, the less free time
they have at the end of the hour.
they have at the end of the hour.

3. Monitoring

The key to this principle is to circulate. Get up and get around the room.
While your students are working, make the rounds. Check on their
progress.

An effective teacher will make a pass through the whole room about two
minutes after the students have started a written assignment. She checks
that each student has started, that the children are on the correct page,
and that everyone has put their names on their papers. The delay is
important. She wants her students to have a problem or two finished so
she can check that answers are correctly labeled or in complete
sentences. She provides individualized instruction as needed.

Students who are not yet quite on task will be quick to get going as they
see her approach. Those that were distracted or slow to get started can
be nudged along.

The teacher does not interrupt the class or try to make general
announcements unless she notices that several students have difficulty
with the same thing. The teacher uses a quiet voice and her students
appreciate her personal and positive attention.

4. Modeling

McDaniel tells us of a saying that goes “Values are caught, not taught.”
Teachers who are courteous, prompt, enthusiastic, in control, patient and
organized provide examples for their students through their own behavior.
The “do as I say, not as I do” teachers send mixed messages that confuse
students and invite misbehavior.

If you want students to use quiet voices in your classroom while they work,
you too will use a quiet voice as you move through the room helping
youngsters.

5. Non-Verbal Cuing

A standard item in the classroom of the 1950’s was the clerk’s bell. A
shiny nickel bell sat on the teacher’s desk. With one tap of the button on
top he had everyone’s attention. Teachers have shown a lot of ingenuity
over the years in making use of non-verbal cues in the classroom. Some
flip light switches. Others keep clickers in their pockets.

Non-verbal cues can also be facial expressions, body posture and hand
signals. Care should be given in choosing the types of cues you use in
your classroom. Take time to explain what you want the students to do
when you use your cues.

6. Environmental Control
A classroom can be a warm cheery place. Students enjoy an environment
that changes periodically. Study centers with pictures and color invite
enthusiasm for your subject.

Young people like to know about you and your interests. Include personal
items in your classroom. A family picture or a few items from a hobby or
collection on your desk will trigger personal conversations with your
students. As they get to know you better, you will see fewer problems with
discipline.

Just as you may want to enrich your classroom, there are times when you
may want to impoverish it as well. You may need a quiet corner with few
distractions. Some students will get caught up in visual exploration. For
them, the splash and the color is a siren that pulls them off task. They may
need more “vanilla” and less “rocky-road.” Have a quiet place where you
can steer these youngsters. Let them get their work done first and then
can steer these youngsters. Let them get their work done first and then
come back to explore and enjoy the rest of the room.

7. Low-Profile Intervention
Most students are sent to the principal’s office as a result of
confrontational escalation. The teacher has called them on a lesser
offense, but in the moments that follow, the student and the teacher are
swept up in a verbal maelstrom. Much of this can be avoided when the
teacher’s intervention is quiet and calm.

An effective teacher will take care that the student is not rewarded for
misbehavior by becoming the focus of attention. She monitors the activity
in her classroom, moving around the room. She anticipates problems
before they occur. Her approach to a misbehaving student is
inconspicuous. Others in the class are not distracted.

While lecturing to her class this teacher makes effective use of name-
dropping. If she sees a student talking or off task, she simply drops the
youngster’s name into her dialogue in a natural way. “And you see, David,
we carry the one to the tens column.” David hears his name and is drawn
back on task. The rest of the class doesn’t seem to notice.

8. Assertive Discipline
This is traditional limit setting authoritarianism. When executed as
presented by Lee Canter (who has made this form a discipline one of the
most widely known and practiced) it will include a good mix of praise. This
is high profile discipline. The teacher is the boss and no child has the right
to interfere with the learning of any student. Clear rules are laid out and
consistently enforced.

9. Assertive I-Messages

A component of Assertive Discipline, these I-Messages are statements

that the teacher uses when confronting a student who is misbehaving.
They are intended to be clear descriptions of what the student is suppose
to do. The teacher who makes good use of this technique will focus the
child’s attention first and foremost on the behavior he wants, not on the
misbehavior. “I want you to...” or “I need you to...” or “I expect you to...”

The inexperienced teacher may incorrectly try “I want you to stop...” only
to discover that this usually triggers confrontation and denial. The focus is
on the misbehavior and the student is quick to retort: “I wasn’t doing
anything!” or “It wasn’t my fault...” or “Since when is there a rule against...”
and escalation has begun.

10. Humanistic I-Messages

These I-messages are expressions of our feelings. Thomas Gordon,

creator of Teacher Effectiveness Training (TET), tells us to structure these
messages in three parts. First, include a description of the child’s
behavior. “When you talk while I talk...” Second, relate the effect this
behavior has on the teacher. “...I have to stop my teaching...” And third, let
the student know the feeling that it generates in the teacher. “...which
frustrates me.”

A teacher, distracted by a student who was constantly talking while he

tried to teach, once made this powerful expression of feelings: “I cannot
imagine what I have done to you that I do not deserve the respect from
you that I get from the others in this class. If I have been rude to you or
inconsiderate in any way, please let me know. I feel as though I have
somehow offended you and now you are unwilling to show me respect.”
The student did not talk during his lectures again for many weeks.

11. Positive Discipline

 Use classroom rules that describe the behaviors you want instead of
listing things the students cannot do. Instead of “no-running in the room,”
use “move through the building in an orderly manner.” Instead of “no
fighting,“ use “settle conflicts appropriately.” Instead of “no gum chewing,”
use “leave gum at home.” Refer to your rules as expectations. Let your
students know this is how you expect them to behave in your classroom.

Make ample use of praise. When you see good

behavior, acknowledge it. This can be done
verbally, of course, but it doesn’t have to be. A
nod, a smile or a “thumbs up” will reinforce the
behavior.

©Copyright 2003, Budd Churchward

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