CLASSROOM DISCIPLINE It is a state in which both teacher and students accept and consistently observe a set of rules about

behavior in the classroom, whose function is to facilitate smooth and efficient teaching and learning in a lesson. BOX 18.2: POSSIBLE CHARACTERISTICS OF THE DISCIPLINED CLASSROOM 1. 2. 3. 4. 5. 6. 7. 8. Learning is taking place. It is quite. The teacher is in control. Teacher and students are cooperating smoothly. Students are motivated. The lesson is proceeding according to the plan. Teacher and students are aiming for the same objectives. The teacher has natural charismatic authority.

Unit Three: what teacher action is conducive to a disciplined classroom? Factors that contribute to classroom disciplined. Classroom management

Classroom management refers to all of the things that a teacher does to organize Students, space, time, and materials so that learning can take place. It takes the student in confidence. Methodology There are different methodologies, but appropriate methodology ensures the students that they are learning in a right way. Interpersonal relationship Feeling of respect and goodwill prevent almost every discipline problem. Lesson planning Lesson planning should be in sequence and in orderly process. There is always back up planning if something goes awry. Student motivation The more the classroom activities are interesting the more the students are motivated.

BOX 18.3: Practical hints for teachers on classroom discipline

1. 2. 3. 4. 5. 6.

Start by being firm with students; you can relax later Get silence before you start speaking to the class Know and use the students names Prepare lessons thoroughly and structure them firmly Be mobile: walk around the class. Start the lesson with a crystal voice and sustain interest and curiosity. 7. Speak clearly. 8. Make sure your instructions are clear. 9. Have extra material prepared (e.g. to cope with slow/faster-working students). 10. Look at the class when speaking, and learn how to scan. 11. Make work appropriate (to pupils age, ability, cultural background). 12. Develop an effective questioning technique. 13. Develop the art of timing your lesson to fit the available period. 14. Vary your teaching techniques. 15. Anticipate discipline problems and act quickly. 16. Avoid confrontations. 17. Clarify fixed rules and standards, and be consistent in applying them. 18. Show yourself as supporter and helper to the students. 19. Dont patronize students, treat them with respect. 20. Use humour constructively. 21. Choose topics and tasks that will activate students. 22. Be moderate and friendly to the students.

DEALING WITH DISCIPLINE PROBLEM First of all, the main premise to bear in mind is prevention is better than cure. Therefore, to prevent the problem, it is necessary to take the following steps. STEPS: TO PREVENT THE PROBLEMS CAREFUL PLANNING

To prevent the problem from arising, the teacher should carefully plan and organize the lesson, to have a constant momentum and feeling of purpose, which keeps the students attention on the task in hands. CLEARE INSTRUCTION Give clear instruction and ensure that the students have understood and are clear about them. Then they wont thing think idle. KEEP IN TOUCH Leave the door open for negotiation with the students and be moderate and friendly with them. In the class room, teacher should be mobile and be aware of what is going on in all quarters of the classroom in order to prevent any deviant activity. WHEN THE PROBLEM IS BEGINNING DEAL WITH IT QUIETLY Deal with it quietly and in a gentle manner, e.g., if a student has not opened his book in response to your instruction it is better to go and open it yourself then draw the attention of the whole class with a crystal voice. DONT TAKE THINGS PERSONALLY Taking things personally give way to the problem. DONT USE THREATS Threat is often a sight of weakness; it creates stubbornness in the students. WHE THE PROBLEM HAS EXPLODED The priority here is to act quickly and taking a decision is good, even if it is not a good one, than to hesitate and do nothing. THERR ADVISES ARE PORPUSED 1. EXPLOD YOURSELF Sometimes a measured swift, loud command will do the trick, with a display of anger: try not to lose your temper or become personally aggressive. 2. Give in Sometimes give in is a perfectly respectable option, and it also puts the teacher in a position to fairly demand something from the students in return. 3. MAKE THEM IN OFFER THEY CANT REFUSE If they are pushing you into confrontation and you cant give in, a way of diverting or sidestepping the crises can be to make an offer they cant refuse. For examples: Postponement Compromise Arbitration