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Philosophy of Discipline
“Some people can give thousands of reasons why they CANNOT succeed at something when all they need is one reason they CAN succeed” (Wong, 25).
My philosophy of discipline is based on the conviction that my role as an effective teacher is to help each student identify at least one reason they can succeed, and to provide students with the tools to achieve success, not only in the classroom but throughout her or his life. As an effective teacher, I will provide a welcoming learning environment, be a lead teacher, and provide students with lessons that they find meaningful and motivating. I will teach students the benefits of doing quality work and encourage them to honestly assess their performance and consider ways in which they can improve in order to provide quality work (Glasser). By being a lead teacher, I will decrease discipline problems in the classroom, allowing more time for teaching lessons that are meaningful to students and relevant to their lives. Respect and dignity will be the cornerstones of my classroom, as students learn to solve problems and take responsibility for their behavior.
I. Preventive Discipline:
One of the best ways in addressing student misbehavior is to prevent misbehavior from occurring in the first place. It is imperative that students understand what is expected of them in order to know how to behave. Classroom rules serve as an effective way to communicate what good behavior looks like. Rules should always be written using a positive tone, and limited to no more than five rules (Churchward). As an effective teacher, I will involve students in writing the classroom rules, which allows them to have a sense of belonging and accountability. We will perform as a team, deciding what our class should look like, and together we will determine what rules will support the outcomes we have agreed on. The rules benefit both the students and the teacher, as students are motivated to follow the rules they helped create, an example of Win-Win Discipline (Kagan, Kyle, and Scott).
Once the rules are written, I will display them in a visible spot where we can refer to them throughout the day. We will discuss why rules are necessary and review them daily in order to make sure students know and understand the rules we have written, as well as the consequences for breaking the rules. This ensures that students are able to behave appropriately because they understand what is expected of them. Once this
foundation has been laid, students can be introduced to choice theory, (Glasser) as they come to understand that they control and are responsible for their own behavior.
Another simple solution to ensure good behavior is to carefully plan the way the classroom is arranged. The teacher’s desk should face the students to promote optimum visibility, making sure the teacher can see every student from his or her desk. Classroom arrangement should decrease misbehavior and increase learning. “Using effective classroom organization, teachers can eliminate many inappropriate student exchanges, such as excessive talking, moving around the classroom, or teasing other students” (Paine, 20). This helps establish a positive classroom community.
Encouraging students to be connected with each other is another effective method of preventive discipline that I will implement in my classroom. Rather than expecting the teacher to resolve every issue that may arise, students will be taught to support and encourage other students. They will gain essential life skills through peer tutoring and peer counseling, as well as by “establishing a circle of friends” (Albert), in which students take the initiative to engage all members of the class in social interactions. If a child feels isolated or excluded from the group, it can have devastating consequences. School should be a positive experience for children, and teachers must strive to create a learning environment in which students feel safe, cared for, encouraged, understood, and accepted.
Students misbehave for a variety of reasons, and by understanding these reasons, much of the misbehavior can be eliminated. By holding class discussions in which students are asked to consider what might be some of the reasons someone behaves a certain way, they are able to develop not only a sense of empathy and understanding, but a sense of empowerment as well. They will learn more appropriate responses to different situations and develop effective problem solving skills as we discuss possible reasons for misbehaviors and consider more appropriate ways of responding.
One of the reasons that students exhibit poor behavior is boredom that results from tedious lessons. I will strive to identify students’ interests in order to create lessons that are based on topics students are motivated by and find meaningful and relevant to their lives. By initiating Synergetic Discipline in the classroom (Charles), I will prevent misbehavior by identifying and understanding the causes, and providing solutions to improve behavior. Once good discipline practices have been implemented in the classroom, steps must be taken to maintain discipline.
II. Maintenance Discipline:
I will provide ample support to maintain appropriate classroom behavior in a variety of ways. I will model appropriate behavior for students, following the golden rule, treating students the way I want to be treated (Coloroso). Besides focusing on class rules, students will also develop a sense of pride and connectedness by sharing the responsibility of classroom jobs. This emphasizes the benefits of people working together for a common cause. My classroom will be well-organized, yet I will create a comfortable atmosphere for students with throw pillows for independent reading time, clean, brightly-colored rugs to gather on for group discussions, and a lamp or two to provide a calming effect. I will exercise caution to not over-stimulate students who may be easily distracted by too many things that will pull their attention away from the lesson. Besides a well-organized classroom, the day will be well-structured so that students know what to expect, while allowing enough flexibility to make necessary changes as unexpected situations arise. By considering in advance how to respond to interruptions, and planning how I will address them, I will be better able to respond immediately and effectively (Charles). In addition to providing appropriate structure and organization, I will be well-prepared for my classes, presenting lessons that are engaging and motivating to the students, as well as being relevant to their lives (Charles). An effective teacher expresses interest in students, calling them by name, speaking to them in a respectful tone, and being aware of personal interests and events in students’ lives. By building a rapport with the class as a whole, the teacher can initiate discussions that lead to improved student behavior.
III. Corrective Discipline:
I hold to the philosophy that punishment is a harmful and ineffective way to develop good discipline. Consequences are an effective means of addressing misbehavior, but must be established in advance and always administered with consistency. The goal is to hold students accountable while at the same time helping them understand that they are in control of the choices they make. When a student misbehaves, I will calmly state the rule that has been broken along with the consequence. By communicating with the student discretely, she or he is less likely to feel embarrassed or threatened and is less likely to initiate a confrontation. Consequence must be related to the misbehavior, and in some circumstances the student should be allowed to choose an appropriate consequence (Curwin and Mendler).
Students misbehave for a variety of reasons, and understanding these reasons is essential to creating a positive climate in the classroom. The best way to understand why a student is misbehaving is to simply ask, “Why are you doing that?” This opens the door to a discussion about what is going on and is another way that leads to addressing an issue proactively. By telling a student that I know he or she is smart and will make the right choice, I am showing that I care for and believe in the student.
Some misbehavior is more severe than others, and as a result, more challenging to address. However, teachers must still remain calm and not engage in a confrontation with the student. We must recognize that we are in the classroom for all of our students and avoid any inclination to avoid working with defiant or hostile students. Patience and persistence are imperative (Curwin and Mendler). A positive attitude is necessary to deescalate tension between teacher and student but in extreme cases, a severe clause may need to be used to ensure everyone’s safety. Teachers can build trust by showing a genuine interest in students, including the most hostile ones. Nobody ever said teaching would be easy, but few careers can be more rewarding than providing a child with hope and helping them find a reason to succeed.
Works Cited
Charles, C.M. (2005). Building Classroom Discipline, Eighth Edition.
Boston, MA: Pearson Education, Inc., 2005.
Paine, Stan C. (1983). Structuring Your Classroom for Academic Success.
Champaign, IL: Research Press.
Wong, Harry K. and Rosemary T. Wong, (2005). The First Days of School:
How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.
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Robin S. Belanger
SUNY Plattsburgh
belanger@westelcom.com
Last updated September 1, 2007