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11 Techniques for Better Classroom Discipline, A Primer on Classroom Discipline: Principles of Old and New
As stated on the previous page, this article was written by Thomas McDaniel in the Phi Delta Kappan. This article became a very popular
manual for classroom management. The article mentioned eleven techniques to help achieve effective classroom management.
Focusing- Students should be focusing on you when you
are teaching. Don't begin talking or teaching until you have the
complete attention of everyone in the room. This means that you wait
and not start until you have all students focused on you. Speak in a
soft voice and students will sit still so that they can hear their
teacher.
Direct Instruction- The teacher tells students what they
will be doing before the lesson. Think of it as an outline of things to
come. The teacher mentions that if they finish on time, there will be
extra time at the end of the class for chatting or catching up on work
from other classes. If you have to stand silently to wait for their
attention, soon they will realize that this is cutting into free time.
Monitoring- You monitor your students by walking around
the room. Check their progress as they work. This is important because
you can see if a student has started, if they are having problems, and
stay on task. While you are doing this, don't interrupt the class.
Speak to individual students in quiet tones if they need help. If
students know you wander the room and could be behind them at any time,
they are more inclined to behave.
Modeling- Quite simply, students can learn by simply
observing behavior. We all know that students who use profanity in
school more than likely have parents who use profanity in front of
their children. The parents model this behavior and they imitate it. By
modeling proper behavior, you teach them how to do it. If you want them
to use quiet voices, use a quiet voice yourself.
Non-Verbal Cuing- Find a way to get your students'
attention non-verbally. You can use the light switch, clapping a beat,
using a bell, or other means. Students respond to non-verbal cues for
attention faster than verbal cues because they are used to verbal
communication. Something different gets more attention. Other verbal
cues include facial expressions, body posture, hand signals, etc. Make
sure students know what a non-verbal cue means.
Environmental Control- The atmosphere of a classroom
says a lot about a teacher and determines the emotional feeling a
student can get when entering the room. A cold, non-visual room may
cause a student to think unconsciously, "Boy, this is going to be a
boring teacher." Your visual learners will appreciate your use of color
and visuals. Include a few personal items like family pictures or a
display of your hobbies. The more they know you, the more likely they
will want to please you.
Contrast that to a time-out area or an area you send a student to calm
down. This areaa will be non-visual with no color or distractions.
Low-Profile Intervention- The more a teacher reacts to a
misbehavior, the more likely it is to escalate. This is especially true
with students who have trouble with authority. For some students,
negative attention is the only attention they are used tto and negative
attention is better than no attention. If you encounter misbehavior,
speak in quiet tones and pull the student aside. Try to anticipate
problems before they get out of hand. "Name-dropping" is also helpful.
If you see a student getting "antsy," use their name in a sentence.
Walk in close proximity to the student.
Assertive Discipline- This is explained in detail here.
Assertive I-Messsages- This is explained in detail by Thomas Gordon, the creator of the TET
(Teacher Effectiveness Training) model. The focus is on you rather than
the student. When you speak to a student off-task, say, "I want you
to..." or "I expect..." When you tell him/her what you want, use it in
the positive- what you want. Don't say, I want you to stop passing
notes." Say instead, "I need you to pay attention so that you are able
to understand the assignment. Usually when a teacher uses the negative
form, the student gets defensive and denies any action. The incident
will also probably escalate.
Positive Discipline- Last, but not least, describe
behavior you WANT instead of what you DON'T want. Instead of saying,
"Don't get out of your seat," say, "please remain seated." Instead of
saying, "Don't chew gum in class," say, "Leave your gum at home." Use
praise when you see students behave and use an award system. Even a
simple "thumbs up" or a smile goes a long way.
Books
Links
Discipline by Design-
A nice summary of these techniques. While you're there, click on the
links in the left column for other great information on discipline.
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