Discipline in Classroom Management

1. Jane H. Basto
2. Discipline is controlled behavior. It constitute the next important concern of
teacher as part of good management. No matter how well-manage a learning
environment is, students will occasionally misbehave. Teacher must be ready to deal
with them with utmost care and consideration.
3. Causes and Preventive Measure That Could Help in Ensuring Good Discipline
4. 1. Causes of Disciplining Problems Some of the most common causes of
classroom problems point prominently to unfavorable learning condition that
impinge on the learners abilities, needs and interests. The teachers lack with
adequate knowledge and skills in handling occurrences of misbehavior likewise
contribute to a trouble-prone setting.
5. a) Overcrowded with more than a regular number of a students to a class.
This result in immobility or discomfort in moving around, especially when there
is a need to operate instructional equipment and materials.
6. b) With poor lightning facilities and inadequate ventilation. Attention and
interest will be difficult to sustain
7. c) With furniture's and storage cabinets disorderly positioned, makin g the
collection and retrieval of tools less efficient.
8. d) With inappropriate seating arrangement such that destructions of
students concentration can easily occur
9. e) Near sources of noise which obstructs understandi ng of the lesson.
10. The students bring to the classroom a surprising record of individual attitudes,
interest and abilities. Characteristic could be traced to their differences in: a.
Family background b. Physical and mental capacities c. Emotional traits among
others
11. With varied abilities they may greatly deeper in expressing self control,
patience and temper when challenge.Disciplinary measures practiced in different
homes may cause unfavorable consequences as they relate with one another.
Students bred in families with different socio-economics background may
exhibits characteristics that are different from the rest. Reminders
12. Their relationships with one another can bring about their either positive or
negative interactions as they study and work together, hence it would be best that
they know each other well for a mannerful climate in the classroom.Others may
have problem that would need immediate solution. Some may have special
interests that must be attended to. Reminders
13. The teachers ability to meet discipline-challenging situations can spell the
difference between a good or distressed classroom control. So much depend on

their: a. Knowledge of and skill in employing a wide range of classroom

strategies and procedures. b. Personal and emotional attributes
14. Some teachers present, discuss and conclude their daily lessons through a
routine teacher-dominated question-andanswer methodology with the least
intention of trying new and interesting students-centered learning
procedures.There is not one strategy that can work well for all kinds of lesson
objectives. Depending on the subject matter and the students abilities and
interests the teaching strategies will essentially be varied from time to time.
15. The teachers way of dealing with the students maybe wanting in developing a
congenial and harmonious relationship, one that is brought about by pleasing and
gracious attitude.Since they are not looking forward to another way of learning
which might be more exciting and challenging some impatient provocateurs find
the chance to incite own learning actions which are often branded as misbehavior.

16. Teachers personality and appearance are often obscured by personal problems
coupled with so many tasks to attend to, Instead, some become so stiff,
unattractive and unapproachable such that students feel repulsed with no one to
turn to.Some possess distinctive temperaments that can either attract or
distract students attention and could lead to truce or miscontrol of behavior.
17. 2. Prevention Seasoned teachers have learned how to prevent discipline
problems. They have expected from varied experiences that no matter how hard
they try, somehow a case of misbehaving may occur. The good reminder they share
to others is, You must know how to anticipate trouble so that minor skirmishes
may not erupt to fullfledged battles.
18. Effective measure practiced in some schools: a) Depending on a students
abilities and interests, teachers can implement grouped-oriented methodologies
such as: a) Cooperative learning approach b) Team learning c) Peer tutoring d)
Group project and collections
19. Such strategies promote strong cooperation and shared group responsibility in
all classroom undertaking, thus eliminating sources of potential problems. Involving
them in planning learning tasks ensure active involvement and participation rather
than passive attention as in routine activities.
20. b) Teacher who is sensitive to possible misdirection of efforts and interactions
are fast to switch from one technique to another as the need arises. There must
be clear understanding and the objectives of the lesson and the strategies to be
used. Any misstep in procedures will then be avoided. But if the continuous flow of
the activity is hampered by uncontrolled action, then the ability of the teacher to
shift to an alternate activity will be necessary.

21. c) Of prime importance are the teachers personal attributes such as: a.
Patience b. Compassion c. Concern and caring attitudes d. Respect and trust by
others A calm and composed reactions in the midst of an untoward behavior can
ensure an acceptable solution for all. A compassionate teacher understands and
feels sympathetic towards students struggles and sufferings. A deep concern for
their welfare and growth are easily appreciated.
22. Facial expression can be show all kinds of emotionshappiness, satisfaction,
anger, dislike.Unpretentious gestures and genuine modes of receiving students
explanations bring about much-needed peace of mind. A warm, respectable
relations with students though sincere and straightforward communications can
demonstrate trust and credibility. d) The teachers personalities are their
surest arms that can either win or fail amidst a controllable learning situation.
23. Avoid showing unusual closeness of favoritism, and biased treatment for some,
treat them all equally.A caring attitude can be modeled and student will feel
confident, secure and upright in return. They are truly perceptive if you really care
and want help them. Kinds words of praise, greetings, encouragement, and
friendly conversations, about works accomplished. Recognize and appreciate their
progress and improvement.
24. e) The teachers learning style will determine how the students will respond, at
time receptive, sometimes withdrawn. This point to the way they move around
during the class activity, how they give orders in the form of requests and how the
procedures are clearly explained.
25. The use of appropriate assessment tools and evaluation techniques will show a
final achievement of learning objectivesInvolving everyone on a planning to the
implementing of the lesson results in well-coordinated investigations and
discussions of finding, thus leaving no one in drawing correct conclusions.
26. 3. Common Way of Establishing Discipline/Classroom Control Discipline occupies
the center stage in all learning activities. A classroom where good discipline
prevails is most conducive to purposeful activities. On the other hand improper
behavior distracts attention and disrupts procedures being undertaken. Because of
the important role that students behavior play in achieving learning objectives
every school sets its own policies regarding maintenance of appropriate discipline.
27. Some common practice in how to achieve and maintain good discipline: a)
Discipline is the students responsibility. b) Discipline is a teacher way of
establishing a desirable student-oriented environment for learning. c) Discipline is
a coupled with effective teaching strategies and techniques. d) Discipline is achieve
through the effects of group dynamics on behavior. e) Discipline in believed to be
exclusive responsibilities of teachers.

28. The kind of discipline achieved will depend on the students personalities, level
of maturities and interests, at the same time on the pedagogical skills and
managerial ability of a teachers.Classroom discipline taken as a conglomeration of
all kind of responses and manners that are exhibited by a great diversity of
learners is never entirely free from misdeeds, lapses or minor offenses.
29. Know your students well their names, family, composition and socioeconomic
status. In cases of misbehavior, you will understand them and easily and an
appropriate assistance willBe prepared to face a class with multibehavioral
tendencies. Each individual acts in a unique manner. Not one will react in the same
way as the other. 4. Some Tips to Make You a Good Disciplinarian
30. Commendable behavior is reciprocal. Your winsome manners and positive
attitude will be watched and willingly duplicated in return.Show your sincere
concern for the welfare. Knowing that you care will develop among them selfcontrol and self-discipline. As they grow they will be more responsible for their
own behavior. 4. Some Tips to Make You a Good Disciplinarian
31. Be enthusiastic and the students will match your enthusiasm instead of being
drawn to trouble.At all times be firm and consistent in following classroom dos
and don'ts. Students will likely test your patience and try how far they can go.
Be calm, poised and tactful in solving discipline problems. Refrain from unkind
words and harsh punishments. 4. Some Tips to Make You a Good Disciplinarian
32. Be humble in words and actions. It could produce a maximizing affects.Speak
with a good voice volume, not too loud to become noise nor too soft to be heard.
Let out your good sense of humor. Laugh with your students and sometimes at
yourself. It will reduce tension from all. 4. Some Tips to Make You a Good
Disciplinarian
33. Award merits for good behavior and demerits for inconsistencies and
lapses.Dialogues could help in discovering problems and agreeing on mutuality
beneficial solutions. Use non verbal gestures, frown or a hard look to dissuade
them from mischiefs. Use verbal reinforces that encourage good behavior and
discourage bad tendencies. 5. Common Ways of Dealing with Discipline Problem
Acceptable and effective:
34. Allow the students the freedom to express agitated feelings and misgivings
rather than censure them right away.A private one-on-one brief conference could
lead to a better understanding of mistakes that need to be remedied and improved.
Focus attention on one who is unruly and is about to disturb the neighbors. Lead
him/her to a secluded area and nicely convince him/her to be quiet. Acceptable
and effective:

35. Use of ridicule or sarcasm could humiliate and embarrass a for

mentor.Denying a student some privileges due to unnecessary hyperactivity could
all the more encourage repetitions. Nagging and faultfinding, together with long
sermons are repugnant and nasty. Scolding and harsh words as a reprimand will
have a negative effect on the entire class. Unacceptable and ineffective:
36. Grades for academic achievement should not be affected due to
misdemeanor.Assignment of additional homework, compared to the rest could
make them dislike the subjects. Keeping a student in a detention area during or
after classes as a penalty for misbehavior is a waste of time and occasion for
learning. The shameful experience is not easy to forget. Unacceptable and
ineffective:
37. Routine is a regular procedure or a normal practice that is to be followed. It is
a schedule of activities that is mostly time-paced and is attuned to the lesson
38. Good Classroom Management 1.Advantages
39. The advantages of sticking to a routine are: a) It helps in accomplishing
everything that is planned b) It serve as a guide in controlling behavior c) The
students feel secure since they know every step in the procedure d) It builds a
teachers confidence in following a well-planned procedure.
40. 2. Ways of establishing routine
41. Routine could be scheduled on a weekly or monthly instead of daily basis. The
practice gives a leeway in spending a little more time for an activity that the
students are so eagerly pursuing.
42. Plan a routine for an entire class rather than for an individual or a group. It is
easy to accomplish the sequence of activity to lessen possible interruptions due to
differences in a group pacing.
43. Plan a procedure for the whole unit with a corresponding time allotment for
each topic. You may allow flexibility in the time to be . in-between. Stick to the
block of time when the unit is expected to be completed.
44. You might find the class in a situation when the interest and concentration is at
its peak. Though beyond the time limit, you may continue for the sake of additional
learning and experiences being achieved. Cutting the procedure abruptly could
cause disappointment and wastage of momentum.
45. Model time consciousness. Let them see that you are following the planned
routine.Practice some signals that would mean the class is about to start and they
must be ready. Give clear and direct instructions to avoid guessing on what to do
next. Dillydallying wastes time and effort.
46. Forming groups for an activitySetting up a learning center Performing simple
investigations Downloading information Viewing a film Inviting resource

speaker Going on a fieldtrip Examples in routine in connection with the lessons

are:
47. Cleaning chalkboard to be ready for the next topicReturning borrowed tools
and materials after use Keeping tables and chairs in order before leaving Other
room routines:
48. Cleaning stains or drops after the lessonOrder in waiting for ones turn in
borrowing books Transferring from one room to another on time Other room
routines:
4. MEANING<br />The word discipline is derived from the Latin word disciplina,
which means teaching, learning and growing. <br />Megginson offer three distinct
meaning of the word discipline:<br /><ul><li>Self-discipline
5. Necessary condition of orderly behavior
6. Act of training and punishing.</li></li></ul><li>DEFINITION<br /><ul><li>Discipline
is the orderly conduct of affairs by the members of an organization who adhere to
its necessary regulations because they desire to cooperate harmoniously in
forwarding the end which the group has in view and willingly recognize that, to do
this, their wishes must be brought into a reasonable unison with the requirements
on the group in action. - Ordway Teads
7. Discipline is the process of training a worker so that he can develop self-control
and can become more effective in his work.</li></li></ul><li>OBJECTIVES OF
DISCIPLINE:<br /><ul><li>To obtain a willing acceptance of the rules, regulations
and procedures of an organization so that organizational goals may be attained.
8. To impart an element of certainty despite several differences in informal
behaviours pattern and other related changes in an organization.
9. To develop among the employees a spirit of tolerance and a desire to make
adjustments. </li></li></ul><li>Cont...<br /><ul><li>To give and seek direction and
responsibility
10. To create an atmosphere of respect for the human personality and human
relations
11. To increase the working efficiency and morale of the employees so that their
productivity is stepped up the cost of production improved.</li></li></ul><li>TYPES
OF DISCIPLINE <br /><ul><li>1. Self controlled discipline : In self controlled
discipline the employee brings her or his behavior in to agreement with the
organizations official behavior code, ie the employee regulate their activities for
the common good of the organization. As a result the human beings are induced to
work for a peak performance under self controlled discipline.

12. 2. Enforced Discipline : Is a managerial action enforces employee compliance

with organizations rules and regulations. ie it is a common discipline imposed from
the top here the manager exercises his authority to compel the employees to
behave in a particular way</li></li></ul><li>INDISCIPLINE:-<br /> Indiscipline means
disorderliness, insubordination and not following the rules and regulation of an
organization. <br /><ul><li> The symptoms of indiscipline are change in the normal
behaviour, absenteeism, apathy, go-slow at work, increase in number and severity
of grievances, persistent and continuous demand for overtime allowance, and lack
of concern for performance.</li></li></ul><li>Causes of indiscipline:-<br />Nonplacement of the right person on the right job<br />Undesirable behaviour of
senior officials.<br />Faulty evaluation of persons and situations by executives
leads of favoritism.<br />Lack of upward communication.<br />Leadership which is
weak, flexible, incompetent and distrustful.<br />
13. Defective supervision and an absence of good supervisors who know good
techniques, who are in a position to appreciate critically the efforts or their
subordinates.<br />Lack of properly drawn rules and regulations.<br />Workers
personal problems, their fears, apprehensions, hopes and aspirations; and their lack
of confidence in and their inability to adjust with their superior and equals.<br
/>Workers reactions to rigidity and multiplicity of rules and their improper
interpretation.<br />Intolerably bad working conditions.<br />
14. Inborn tendencies to flout rules.<br />Absence of enlightened, sympathetic and
scientific management.<br />Errors of judgement on the part of the supervisor or
the top management.<br />Improper co-ordination, delegation of authority and
fixing of responsibility.<br />Discrimination based on caste, colour, creed, sex,
language, and place in matters of selection, promotion, transfer, placement and
discrimination in imposing penalties and handling out rewards.<br />
15. APPROACHES TO DISCIPLINE:-<br /> The different approaches to discipline
include;<br />Human relation approach: In human relation approach the employee is.
helped to correct his deviations<br />Human resources approach: Under the human
resources approach, the employee is treated as resource and the act of indiscipline
are dealt by considering the failure in the area of development, maintenance and
utilization of human resources.<br />
16. Group discipline approach: The group as a whole sets the standards of
discipline, and punishments for the deviations. The individual employees are
awarded punishments for their violation under the group discipline approach.<br
/>Leadership approach: In this approach, every supervisor administers the rules of
discipline and guides, trains and controls the subordinates regarding disciplinary
rules.<br />

17. Judicial approach: In judicial approach, indisciplinary cases are dealt on the
basis of legislation and court decisions. <br /> The Industrial Employment Act,
1946, to a certain extent, prescribed the correct procedure that should be
followed before awarding punishment to an employee in India. <br />
18. PRINCIPLES FOR MAINTENANCE OF DISCIPLINE:-<br />The most important
principles to be observed in the maintenance of discipline have been outlined by
Yoder, Heneman, Turnbull and Harold Stone. They are:<br /><ul><li>All the rules
should be framed in co-operation and collaboration with the representatives of
employees.
19. All the rules should be appraised at frequent and regular interval to ensure
that they are, and continue to be, appropriate, sensible and
useful.</li></li></ul><li>Cont..<br /><ul><li>Rules should vary with changes in the
working conditions of employees.
20. Rules should be uniformly enforced if they are to be effective.
21. Penalties for any violation of any rules should be clearly stated in advance.
22. A disciplinary policy should have as its objectives the prevention of any
infringement rather than the simple administration of penalties; however it should
be preventive rather than punitive.</li></li></ul><li><ul><li>Extreme caution should be
exercised to ensure that infringements are not encouraged.
23. If violations of a particular rule are fairly frequent, the circumstances
surrounding them should be carefully investigated and studied in order to discover
the cause or causes of such violations.
24. Recidivism must be expected. Some offenders would almost certainly violate
rules more often than others. These cases should be carefully considered so that
their causes may be discovered.
25. Definite and precise provisions for appeal and review of all disciplinary actions
should be expressly mentioned in the employees handbook or collective
agreements.</li></li></ul><li>ASPECTS OF DISCIPLINE:-<br />Positive aspect:
Employees believe in and support discipline and adhere to the rules, regulations and
desired standards of behaviour. Discipline takes the form of positive support and
reinforcement for approved actions and its aim is to help the individual in moulding
his behaviour and developing him in a corrective and supportive manner. This type
of approach is called positive approach or constructive discipline or self-discipline.
<br />
26. Positive discipline takes place whenever the organizational climate is marked by
aspect such as payment of adequate remuneration and incentives, appreciation of
performance and reinforcement of approved personnel behaviour or actions etc.

<br /> which will motivate employees to adhere to certain rules and regulations or
exercise self-control and work to the maximum possible extent.<br />
27. Negative aspect:Employees sometimes do not believe in and support discipline.
As such, they do not adhere to rules, regulations and desired standards of
behaviour. As such, disciplinary programmeforces and constraints the employees to
obey orders and function in accordance with set rules and regulations through
warnings, penalties and other forms of punishment. This approach to discipline is
called negative approach or corrective approach or punitive approach. <br />
28. This approach is also called autocratic approach as the subordinates are given
no role in formulating the rules and they are not told why they are punished.
Punishment, penalties, demotions and transfers provide or establish a climate which
demotivate and deleadthe employees.<br />
29. SERVICE RULES <br />Service law is an important field of law. It is essential
that those concerned with the administration of service matters know the correct
procedure to deal with them according to law. <br />The expression condition of
service means all those conditions which regulate the holding of a post by the
person right from the time of his/her appointment till his/her retirement, and
even beyond it in matters like pension. <br />
30. EFFECTIVE RULES OF DISCIPLINE:-<br />McGregor (1967) developed a set
of rules for enforcing discipline so as to make it as fair and growth producing as
possible. These rules were called hot stove rules because they can be compared
to someone touching a hot stove..<br />
31. The following rules explain his theory:<br />All individuals must be forewarned
that if they touch the hot stove (i.e., break a rule), they will be burned (punished
or disciplined). They must know the rule beforehand and be aware of the
punishment <br />If the individual touches the stoves (i.e., breaks a rule), there will
be immediate consequences (getting burned). All discipline should be administered
immediately after rules are broken.<br />
32. If the individual touches the stove again, they will again be burned. Therefore,
there is consistency. Each time, the rule is broken; there are immediate and
consistent consequences.<br />If any other individual touches the hot stove, they
will also get burned. Discipline must be impartial and everyone must be treated in
the same manner if the rule breaking is the same.<br />
33. The highest level and most effective form of discipline is self-discipline. <br />
Ideally, all employees should have adequate self-control and should be selfdirected in their pursuit of organizational goals. <br />
34. Definition:<br /> Self discipline is best defined as the ability to regulate ones
conductby principle and sound judgment, rather than by impulse, desire, or social

custom. <br /> Self discipline can be considered a type of selective training,
creating new habits of thought, action, and speech toward improving yourself and
reaching goals.<br />
35. The Five Pillars of self discipline <br />Acceptance<br />Willpower<br />Hard
work<br />Industry <br />Persistence. <br /> If you take the first letters of each
word you get the acronym A WHIP- since many people associate self discipline
with whipping themselves into shape. <br />
36. To be self disciplined: <br />Get yourself organized<br />Dont constantly seek
to be entertained <br />Be on time <br />Keep your word <br />Do the most
difficult tasks first<br />Finish what you start<br />Accept correction <br
/>Practice self denial <br />Welcome responsibility <br />
37. Health Care Education Associates (1987) identified four factors that must be
present to foster a climate of self-discipline.<br />Employee awareness and
understanding of rules and regulations that govern behaviour-The rules and
regulation must be clearly written and communicated. Young and Hayne (1988)
stated that the most common reason for unsatisfactory work performance is that
the employee thinks they are performing satisfactorily. In other words the
employee does not know there is a problem.<br />
38. There must exist an atmosphere of mutual trust- Manager must believe that
employees are capable of and actively seeking self-discipline. Likewise employees
must perceive the manager as honest and trustworthy. Employees lack the security
for self-discipline if they do not trust their managers motives.<br />Formal
authority must be used judiciously-Approximately one-half of grievance cases
appealed before an arbitrator by labour unions involved disciplinary action. In
about one-half of those cases, management either reversed or modified its
decision when the individuals appeal was upheld.<br />Employees should identify
with the goals of the organization-When the employees accept the goals and
objectives of an organization, they are more likely to accept the standards of
conduct deemed acceptable by the organization.<br />
39. CONSTRUCTIVE VERSUS DESTRUCTIVE DISCIPLINE:-<br />Destructive
discipline: Scientific management viewed discipline as a necessary means for
controlling an unmotivated and self-centered work force.Cautionary written
warnings of termination were rampant and the employee was always alert to an
impending penalty or termination. This big stick approach to management focused
on eliminating all behavior that could be considered in conflict with organizational
goals, without regard for employee growth. <br />
40. This method may succeed on a short-term basis; it is demotivating and reduces
productivity over the long term. This occurs because individuals will achieve only at

the level they feel is necessary to avoid punishment. This approach is also
destructive and demoralizing as discipline is often administered arbitrarily, and is
unfair either in the application of rules or in the resulting punishment.<br />
41. Constructive discipline: Constructive discipline is used as a means of helping the
employee grow, and not as punitive measure. The primary emphasis in constructive
discipline is in assisting employees to behave in a manner that allows them to be
self-directed in meeting organizational goals. Employees can focus energy on
meeting organizational goals; they must feel secure in the workplace. This security
develops only when staff knows and understand organizational rules and penalties
and when rules are applied in a fair and consistent manner. In an environment that
promotes constructive discipline, employees are generally self-disciplined to
conform to established rules and regulations and the primary role of the manager
becomes that of coordinator and helper, rather than enforcer.<br />
42.
43. PROBLEM EMPLOYEE:-<br /> Problem employees are those employees who
create problems within the organization. Substance abusers, angry or withdrawn
workers, personnel with excessive absenteeism, and the terminating employees
provide challenges to nurse managers. In each case the nurse manager must be
alert to the symptoms of problems, help the employee solve the problem, and
evaluate the results.<br />
44. Problems of the employee includes following:- <br />Minor problems :
example;<br />late attendance or absence from duty without permission or
leave.<br />leaving work place without permission<br />smoking or eating in
prohibited areas and patient areas.<br />laziness inefficiency or careless
work<br />Penalty: Warning, Fine, Suspension without pay and allowance up to 4
days<br />
45. Major problems:example;<br />Using hospital facilities unauthorized for
personal gain<br />Refusal to accept or obey an order, using indecent
languages<br />Gross negligence or neglect of work<br />Penalty:Suspension
without pay and allowances for a period up to 30 days, Stoppage of one or more
increments, Demotion to lower post, Dismissal.<br />
46. Types of problem employee:-<br />Substance abusers<br />Angry or withdrawn
employees<br />Decreased productivity<br />Absenteeism<br />Terminating
employees<br />
47.
48. DICIPLINARY PROCEDURE:-<br />The following steps should be taken into
consideration:<br />Accurate statement of the problem- The first step is to
ascertain the problem by seeking answer to the following questions:<br />Does this

case call for a disciplinary action?<br />What exactly is the nature of the violation
or offence?<br />Under what condition did it occur?<br />Which individual or
individuals were involved in it?<br />When or how often, did the violation occur?
<br />Collecting facts bearing on the case- Before any action is taken in a case, it is
essential to gather all the facts about it. A thorough examination of the case
should be made within the stipulated time limit.<br />
49. Selection of tentative penalties-The kind of penalty to be imposed for an
offence should be determined beforehand.<br />Choice of Penalty-When a decision
has been taken to impose a penalty, the punishment to be awarded should be such
as would prevent a recurrence of the offence.<br />Application of the Penalty-The
application of the penalty involves a positive and assured attitude on the part of
the management. If the disciplinary action is a simple reprimand, the executive
should calmly and quickly dispose of the matter.<br />Follow-up on disciplinary
action- The ultimate purpose of disciplinary action is to maintain discipline, to
ensure productivity, and avoid a repetition of the offence. A disciplinary action
should, therefore, be evaluated in terms of its effectiveness after it has been
taken.<br />
50. BASIC INGREDIENT FOR A DISCIPLINARY ACTION:-<br /> The principle
ingredients of a sound disciplinary system are:<br />Location of responsibility
<br />Proper formulation and communication of rules<br />Rules and regulations
should be reasonable<br />Equal treatment<br />Disciplinary action should be taken
in Private<br />Importance of promptness in taking Disciplinary action<br />
51. Innocence is presumed<br />Get the facts<br />Action should be taken in cool
atmosphere:<br />Natural justice<br />After a disciplinary action has been taken
the Supervisor should treat his subordinate in a normal manner<br />Dont back
down when you are right<br />Negative Motivation should be handled in a positive
manner<br />
52. TYPES OF PUNISHMENT:-<br /> When the delinquent employee is going to be
punished, the type of punishment should be a commensurate with the severity of
the omission or misconduct. <br /> Different types of punishment resulting from
various types of omission or misconduct are as follows:<br />Oral warnings<br
/>Written warnings<br />Loss of privileges and fines<br />Punitive suspension<br
/>Withholding of increments<br />Demotion<br />Termination<br />
53. ROLE OF PERSONNEL MANAGER/ SUPERVISOR:-<br /> A personnel manager
has got a crucial role to play when it comes to maintenance of effective employee
discipline is concerned. He has got numerous responsibilities such as;<br />Advising
and assisting top and line management in determining and developing an appropriate
disciplinary procedure.<br />Assisting in communication the same to all the

employees of the organization.<br />Seeing the disciplinary policy conforms to the

legal provisions of the State.<br />
54. Looking after the procedures laid down, looking after the disciplinary action as
fair, and conforms with appropriate principles of personnel management<br
/>Training the supervisors and executives in dealing with disciplinary cases and
problems.<br />Involving the trade union and the employees in determining and
implementing disciplinary procedures.<br />Development of self-discipline and selfcontrol on the part of the employees and winning over the confidence of employees
in disciplinary policies and procedures.<br />
55. RESEARCH STUDY:<br /> A QUALITY STUDY ON CLASSROOM
MANAGEMENT AND CLASSROOM DISCIPLINE PROBLEMS, REASONS, AND
SOLUTIONS: A CASE INFORMATION TECHNOLOGIES CLASS<br />- M.
Erdogan et al.<br /> The purpose of this study was to investigate classroom
management and discipline problems that Information Technology teachers have
faced, and to reveal underlying reasons and possible solutions of these problems by
considering the views of parents, teachers, and administrators. This study was
designed as qualitative study. Subjects of this study consisted of 14 school
administrators, 14 teachers, and 17 parents. Three different, but parallel, semi
structured interview schedules were used for data collection. Data were analyzed
through the use of content analysis method. <br />
56. As a result of this analysis, the problems associated with classroom
management were grouped under following themes; lack of motivation, breaking
rules and routines, lack of interaction in classrooms. On the other side,
participants related these problems with following reasons; place and structure of
the course in the curriculum, class environment, classroom size and lack of
hardware, lack of rules, home environment and parents attitudes, lack of teachers
management skills and students attitudes. Finally, following solutions were
suggested to overcome disciplines and classroom management problems ;
improvement in teachers qualification, regulation at place and structure of the
course in the curriculum/lab, reorganizing classroom/lab sitting plan, giving
punishment, ignoring misbehaviour, understanding reasons behind problems,
meeting with parents and providing coordination among different subject
communities in schools.<br />

The Teaching Profession - Linkages & Networking with Organizations

1. We cannot live for ourselves alone. Our lives are connected by a thousand
invisible threads, and along these sympathetic fibers, our actions run as causes to
us as results.
2. The school can enjoy linkages and networking activities with international,
national and local organizations in the community for mutual benefits and
assistance needed.
3. Linkage and networking are different in the degree of commitment by the
partners. In linkage, the relationship between partner organizations is quite loose,
while in networking, it is much stronger, usually because the groups and agencies
have common objectives and beneficiaries. Networking is basically extending the
outreach of the resources in different ways so as to increase the effectiveness of
the program.
4. Intends to serve members of both sides according to their respective needs,
interest, and objectives Create bonds together to solicit support and assistance
for purposeful activities
5. A. Pi Lambda Theta B. INNOTECH C. World Council for Curriculum and
Instruction (WCCI) D. ASCD
6. It is established between universities and colleges offering identical degrees in
which cross-enrolment for subjects needed for graduation is allowed It is also a
joint researches that could be conducted by two or three universities depending on
their field of expertise
7. A network compose of several institution (consortium) of several colleges of
different universities that binds together for a common goal. Work together to
attain common objectives, undertake innovative practices and update members
regarding breakthrough in different disciplines.
8. 1. Consortium Among Universities and Colleges 2. With Subject Specialist
BIOTA MATHED The Physics Teachers Association The Chemistry teachers
Association
9. 3. Teacher Educational Institution a. The Philippine Association for Teacher
Education (PAFTE) b. State Universities and Colleges Teacher Educators
Association (SUCTEA) 4. National Organization a. Federation of Accrediting
Association of the Philippines (FAAP) b. The Philippine Association of Colleges and
Universities Commission on Accreditation (PACUCOA) c. Association for
Accrediting Colleges and Universities of the Philippines (AACUP)
10. 2. Metrobank Foundation, Inc. 4. Ayala Foundation, Inc. (AFI) 5. GMA
Foundation 6. SM Foundation, Inc. 7. Foundation for Upgrading Standard Education

(FUSE) 8. Philippine Foundation for Science and Technology (PFST) 9. Book for the
Barrio and Asia Foundation 10. Bato Balani Foundation 11. Philippine Business for
Education (PBeD) 3. Network of Outstanding Teachers and Educators (NOTED) 1.
Educational Research and Development Assistance Foundation, Inc.
11. 1. Literacy Coordinating Council (LCC) Train trainor who handle literacy training
courses among the youth 2. The Department of Science and Technology (DOST)
Supports undergraduate and graduate scholarship programs in science and
mathematics in the Regional Science Teaching Centers 3. The Commission on
Higher Education (CHED) Organizes Technical Panels for all profession and
benchmark the curricula of all degree with international standards 4. The Teacher
Education Council (TEC) Focuses on teacher education policies and standards
12. 1. ABS-CBN and GMA 2. Government and Private Channels
13. 3. Historic & Cultural Event 4. Publications & Prints 5. Projected Materials
14. BILBAO, P.P.,ET.AL, 2012 As a professional teacher, you are able to give
better service to your students and to other education stakeholders in the
community if you are connected to a network of possible sources of educational
assistance