CLASSROOM MANAGEMENT AND DICIPLINE

Classroom management is a term used by teachers to describe the process of ensuring

that classroom lessons run smoothly without affecting students ' disruptive behaviour. The
word also means proactive avoidance and effective response to disruptive behavior after it
occurs.

For many students, it's a challenging part of teaching. Problems in this field cause some
people to quit their teaching. The U.S. National Educational Association reported in 1981 that,
if they had to decide again, 36 percent of teachers said they would probably not go to teach.
Negative attitudes and discipline were a major reason for students.

Classroom management in classrooms is important because it facilitates the proper

execution of curriculum development, the development and implementation of best teaching
practices. lassroom management can be defined as the behavior and guidance that teachers use
to create a successful learning environment, thus having a positive impact on learning needs
and goals (Soheili et al., 2015). It would seem important for educator programs to spend more
time and energy ensuring that educators and teachers has good classroom management and
students will get best education at school.

Teachers know how to manage their class because higher education programs do not
focus on the instructor’s classroom management; in fact, they more emphasis on creating a
supportive learning environment for the student (Eisenman et al., 2015) Such tools allow
teachers to have the resources at their disposal to educate future generations properly and
effectively and to makesure future achievements as a country. Once a teacher loses control over
their class, regaining that control becomes difficult for them (Moskowitz & Hayman,1976).

Other research also shows that the time taken by a teacher to correct wrongdoing caused
by their weak classroom management and its contributes to student interest in the classroom
become lower (Berliner,1998 and Brophy, 1986). From perspective of the learner, the effective
management of the classroom requires clear communication of behavioural,academic
standards and the environment of cooperative learning.
 WHY CLASSROOM MANAGEMENT IMPORTANT?

i) Effective Teaching

No routines and goals, a disorganized classroom makes it difficult for the educator to
do their job. Students not get the idea on what they must do, and they could get out of the task
or cause disruption. She loses valuable teaching time when the teacher continually redirects
students or addresses behavioural problems. Classroom management techniques help to create
a structured teaching environment. In different types of learning environments, children know
the goals. For starters, children should know that they speak in quiet voices while working in
small groups and take turns talking. Within the community they may each have a specific task.

ii) To make sure students know how to use their time efficiently

Taking long time to make plans and processes before school starts saves teacher's time
in the long run. It becomes a regular part of the routine when the children know what to do.
teacher do not have to tell them they need to after a couple of week. After a long time get out
their calendars, fill in homework assignments, and gather all their resources without instruction
by teacher. They also will become punctual. Teacher will not spend as much time giving
instruction as you teach them how to do every part of the school day.
 iii) To ensure the Consistency of teacher

A teacher with good management skills in the classroom provides continuity for his
students. When it comes to daily tasks, the students know what to expect every day. When the
teacher gone, their students may be better off if they set expectations for daily tasks. They will
easily run the class as they know how to manage their class properly. Through
aligning management strategies with school wide expectations, teacher can also build
consistency throughout the school. If the school focuses on respect and responsibility,
incorporate teacher need to the students into the technique of classroom management.

iv) Less the Behaviour Problems

Classroom management's main objective is to reduce misbehaviour in the classroom.

Effective management of the classroom offers less time for misbehave to the students. The
students know what to do because the goals are clearly explained. In fact, transitions are easier
to control if an instructor has clear management skills in the classroom. The standards for
actions that are part of a management plan in the classroom give students limits and
consequences.

EFFECTIVE TECHNIQUES TO MANAGE THE CLASSROOM

i) Use Corporal punishment

Corporal punishment has been widely used to control disruptive behaviour, however in
most schools it is now illegal. James Dobson who is a Religious leader also support it in some
cases, but he said that "diverge dramatically from those endorsed by current conventional
scholars" and are not focused on empirical testing, but represent his beliefs based on faith.

Physical punishments such as spanking or techniques used in the classroom in Asia such
as standing at chair or outside the classroom actually cannot make students or children more
violent, according to studies taboo. Consistency seems to play a greater role in deciding
whether the findings might be negative.

In most U.S. schools and most developed countries, corporal punishment is now banned.
Although its efficacy has never been proven, the penalty was met in a very excessive manner.
The most disciplined group of African American males. n a 2006 survey, 17.1% of students
receiving corporal punishment were African Americans, and 78.3% of all students were males

ii) Make Good Teacher and Student Relationships

Many characteristics of having good teacher and student relationships in the classroom
include adequate levels of student superiority, and understanding. Dominance is defined as the
ability of the teacher to give the student behavior and their academics clear purpose and
guidance. It creates positive relationships by establishing and giving clear expectations and
consequences for student behaviour. These standards may include etiquette and conduct in the
classroom, use of equipment and materials, seating arrangements and group work, as well as
disturbances in the classroom. This assertive instructor behavior often reassures the successful
delivery of thoughts and messages to the student. According to Marzano in 2003, the assertive
behaviour can be accomplished by using upright posture, and by taking action to avoid ignoring
unacceptable behaviour.

iii) Preventive Techniques

Classroom management prevention methods include creating a supportive environment in

the classroom with the respect between student and teacher. Unconditional warmth,
acceptance, and support are created by the teacher who use the preventive approach offer and
it is not based on the behaviour of a student. Equal rules and consequences are developed and
students receive regular and clear input on their behaviour ( Bear,2008 ). One way to make a
good classroom environment is by creating and using a classroom contract. All students and
instructor will create the contract. Students and teachers need to decide and agree on how in
the classroom to treat each other as the contract. The group also decides on what to do if anyone
breaks the contract and agrees with what the group will do. Instead of a punishment, the
community should determine how to make sure the problem can be solving by either make
class discussion, peer counselling, therapy, or face-to-face discussions that lead to a solution
of the problem.

Preventive strategies often include the deliberate use of encouragement and incentives to
remind students of their actions rather than to regulate the conduct of the student. To use
incentives to remind students about their actions, teachers need to show the importance of the
rewarding activity and also clarify to students the specific skills they have shown to receive the
reward. Teachers should also promote cooperate on among students in selecting rewards and
identifying acceptable reward-earning behaviors ( Bear et al.,2005 ).

iv) Rote Discipline

Rote control, also known as "lines," is a punishment used to regulate behaviour. This includes
assigning repetitive writing to a chaotic student sentence or the laws of the classroom. It is
widely used among the many forms of classroom management approaches

SYSTEMATIC APPROACHES OF CLASSROOM MANAGEMENT

i) Assertive discipline

Assertive discipline is a method which help teachers to manage the classroom environment.
In this method, teachers will respond to circumstances that confidently need student behaviour
management. When disciplining pupils, teachers who use this method do not use sarcastic,
abrasive, or offensive tone.

Assertive discipline techniques that widely used in classroom management. This needs
commitment from students and requires strong instructors. This approach specifically
distinguishes between destructive and assertive discipline. Educator who use this technique can
manage their task easily and have no tolerance for learning disruption. Teachers also will not
panic, but they stay consistent and fair (Lee,2010).
 ii) Constructivist discipline

Constructivist discipline is a classroom management which used student-centred approach.

This focuses on assigning activities in response to student interruption that are easy for the
student to do, developmentally enriching, constructive, so that, if necessary, the teacher can
adjust the ante to allow the teacher to remain in charge on the basis of student preferences; and
lastly create the creativity in the classroom (Daniel & Herman ,2017). Compliance rests on
assigning the student's desired disciplinary tasks. The teacher's position as the person
responsible (i.e. in loco parentis) need to respectfully, creatively and with respect for the needs
of the students once the student is fulfilled. The benefits include improved student motivation
and long-term relational gains Modeling creative solutions without threat of violence or
intimidation to problems.

iii) Culturally responsive classroom management

Cultural Responsive Classroom Management (CRCM) is a culturally responsive of

approach of classroom management with all students [ not just racial or the of ethnic minority
children] in a culturally responsive way. CRCM is more focuses to the collection of techniques
or procedures, it is a pedagogical framework which drives the teachers ' management of making
decisions. It is a natural extension of culturally responsive teaching that incorporates student
viewpoints, making social interactions, prior knowledge, and learning styles accessible in daily
lessons. Teachers consider their perceptions and beliefs as culturally responsive classroom
administrators and focus on how they affect their behavioral preferences and their experiences
to be suitable with students learning. Extensive research is available on traditional classroom
management and a variety of tools on how to deal with behavioural problems. On the other
hand, there is little work at CRCM, teacher who often have problem with their teaching is has
lack cultural skill.

iv) Discipline without Punishments, Stress or Rewards

Discipline Without Stress (or DWS) is an approach to learning and discipline created by
Marvin Marshall, on his book tittle Discipline Without Stress, Punishments or Rewards. The
method is aimed at informing adolescents about the importance of internal motivation. The
goal is to promote and develop a youth drive to become a discipline person, responsible and
make the effort to learn. The most important features of DWS are that it is totally non-coercive
(but not permissive) and takes the opposite approach to Skinnerian behaviourism, which relies
on external sources for strengthening.

v) Providing flexible learning goal

By setting clear learning objectives, teachers can use an appropriate level of strength. Give
students opportunity to set their own learning goals and outcomes at the beginning of learning
gives the instructor and student mutual understanding and sense of cooperation. One way to
include the students is by asking what subjects they will find most interesting in a guided rubric-
based learning and in effect make them feel included in the class's decision making. This
approach involves the students and teacher also will become interest when they know that their
students are interested with the lesson. The student, in effect, should offer more learning
outcomes as well as mutual respect.

vi) The Good Behaviour Game

The Good Behavior Game (GBG) is a "classroom-level behavior management approach"

which Barrish, Saunders, and Wolf first used in 1969. This method involves the Gaining access
to a reward or losing a reward, as all members of the class engage in some kind of actions. This
method also can be used to improve desired behaviors for example asking questions or to
minimize undesirable behaviours like out of seat behaviour. Good Behaviour Game also was
used with both pre-schoolers and adolescents. Moreover, the game "is usually popular with
students and teachers and acceptable to them" (Tingstrom et al.,2006) .
 AS TIME MANAGEMENT

Kauchak and Eggen (2008) explain classroom management in terms of time

management in their introductory text on teaching. They said that the goal of classroom
management is not only to conserve order, but also make the learning of students become good
They also divided the class time into four concurrent categories which is namely allocated the
time, training time, interaction time and academic learning time.

i) Allocated the time

Time allocated is the total time reserved for teaching, studying, daily classroom activities,
attendance tests, and notices being posted or sent.

The time allocated is also what occurs on the schedule of each student, such as
"Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m”.

ii) Academic learning time

Academic learning time occurs when students are successful in learning activities which is
first, participating actively and second, Effective management of the classroom maximizes the
time of academic learning.

iii) Engaged time

It also called time on the task where in this engaged time, students will involve actively in
learning activities. They will answering and asking questions, performing homework and
assignments, practicing skills of presentations, etc.
 iv) Instructional time

Training time is what remains until completion of the daily classroom procedures. In other
words, the time of instruction is the period in which teaching and learning actually take place.
For example, teachers may spend two or three minutes attending before starting their
instruction. The teacher's time to perform routine tasks can severely limit instruction in the
classroom. To be effective, teachers need to have a handle on classroom management.

COMMON MISTAKES IN CLASSROOM MANAGEMENT

Often teachers will simply make the problems worse in an attempt to maintain their
classroom management. Therefore, when implementing behaviour management techniques in
the classroom, they need to identified the basic error that they commonly made for Example is
to describe the problem's actions by how it appears without knowing its function.

Students with similar misbehaviour may require different intervention strategies if the
behaviours are serving different functions. Teachers need to be flexible in handling students
misbehaviour because each student need different way to be handle. Teachers also must nedd
to be creative to handle the problem because if an approach does not succeed the teachers will
become frustrated and negative ( Barbetta et al., 2005). In an effort to make the approach work,
the instructor can raise his or her voice or increase adverse consequences. This type of
interaction will affect the relationship between teacher and student. It's often safer to try a new
approach rather than allowing this to happen.

Another error that can lead to dysfunction in the classroom is inconsistency in standards
and consequences (Barbetta et al., 2005). Teachers need to be clear with their standards and
results to help make sure students understand the laws are being followed. To prevent this,
Teachers should convey expectations clearly to students and dedicate themselves to
management processes of the classroom to effectively implement them.
 "Ignore and accept" also is an effective management technique for the classroom. It
means ignoring students once they are not behave and accepting their behaviour they become
behave. This technique may improve student’s good behaviour and minimize bad behaviour
when they are rewarded for their good behaviour but neglected for their bad behaviour.
Attention can be given to the actions of students; if students have a history of misbehaviour,
they will continue that bad behaviour to get attention by the teacher. When student who are
misbehave is ignored, but their good behaviour attracts attention, students can be behave to
attract the attention (Madesen&Charles,1968).

In conclusion, classroom management is very important and it should always be learned

over time as students' attitudes always change. The challenge of being a teacher today also
requires a good classroom management to make sure the teaching and learning run smoothly.
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TURNITIN REPORT