KHOA: NGOẠI NGỮ Mã số: TT/P.

KT&KĐCL/11/BM07
MÔN: PPGDNN
KỲ THI: 20% NĂM HỌC: 2019– 2020 Ban hành lần: 01
Ngày thi: …/…/20… Nhóm:
Được sử dụng tài liệu Hiệu lực từ ngày: 8/10/2013

Họ và tên SV: Huynh Tu Tai MSSV: 01701092 STT:

CÁN BỘ CHÁM THI ĐIỂM BÀI THI Giám thị 1 Giám thị 2
Ghi bằng số Ghi bằng chữ

Assignment 4

Classroom discipline exists when teacher and students accept and consistently observe a set of rules
relating to classroom behavior in order to facilitate smooth and efficient teaching and learning.
Some possible characteristics of a well – discipline classroom
1. Learning is taking place: activate students in the way you want, that time will be probably spent on-task,
rather than wasted on organizational problems or disruptive behavior
2. It is quite: The bottom line is that discipline classes may or may not be quiet. The teacher needs to ensure
that the class is quite enough for student to hear the teacher and each other, and to complete tasks without
being disturbed.
3. The teacher is control: The teacher is in control does not necessarily mean that he or she is standing in
front of initiative in a particularly activity. The underlying responsibility for the control of any discipline
classroom has to be in the hands of the teacher.
4. Teacher and students are cooperating smoothly: The smooth-running lesson is the main evidence of
discipline classroom, the participants have to cooperate to produce this.
5. Students are motivated: The teacher motivates students in during time in class, it will make class is easy to
control and mange
6. The lesson is proceeding according to plan: The teacher know where she or he is going, activities are well
prepared and organized, the awareness that the sequence of events is clearly organized boosts teacher
confidence and student trust.
7. Teacher and students are aiming for the same objectives: A shared knowledge of and agreement on lesson
objectives is not absolutely necessary for a disciplined classroom, but it is probably contributes it
8. The teacher has natural charismatic authority: The quality of charismatic authority exists, that some
teachers have it and others do not, and that teachers who do have this quality find it much easier to control
classes.

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SOME WAYS HELP TEACHER CREATE A DISCIPLINED CLASSROOM
 Classroom management skills: Such skills include things like knowing how to organize the beginning of
lesson. Ex: how to get student to raise their hands instead of shouting answer
 Selection of an appropriate methodology: Choose some appropriate methodology to appealing
student’s feeling and they are willing to cooperate in lesson
 Good interpersonal relationships: You need to maintain an attitude or respect and goodwill toward
them, try to encourage similar attitudes between the students themselves.
 Good planning: A carefully and clearly organized lesson is likely to contribute to good discipline, as
described above.
 Student motivation: The more interesting and motivating the learning activity, the more likely it is that
students will be cooperative and stay on-task
SOME ADVICE FOR BEGINNER TEACHERS
 Be firm with students at the start
 Get students silence before you start speaking
 Know and use Sts’s name
 Prepare lesson thoroughly and structure them firmly
 Speak clearly
 Make sure you instructions clear
 Use humor constructive
 Choose topics and tasks that will activate students
 Avoid confrontations
 Make work appropriate
 Develop an effective questioning
 Show yourself as supporter and helper to the students.
 Don’t patronize students; treat them with respect.
 Have extra material prepared
 Anticipate discipline problems and act quickly
DEALING WITH DISCIPLINE PROBLEMS
Before problem arises
 Make an agreement: work out a written agreement
 Plan the lesson carefully: When a lesson is clearly planned and organized, there is likely to be constant
momentum and and feeling of purpose, which keep students focused on task.
 Instruct clearly: Clarify precisely what the task involves and what the options are.
 Keep in touch: Need to be sensitive to what students are doing, immediately pick up lack of attention on
the part of individual students.
Problem begin
 Deal with it quickly and quietly: The best action is a quite but clear-cut response, keeping the problem
as low-profile as possible
 Don’t take it personally: This is difficult instruction to follow sometimes, but important one.
 Don’t use threats:
When problem explode
 Make them an offer they cannot refuse: Need to look for a way of avoiding the confrontation by one of
the following strategies: postpones and compromise

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 Call in assistance from higher authority: Calling in class teacher, school principal or other authoritative
figure may appear to lessen your own authority.