Where discipline describes the consequences you give students for not following the rules, classroom management describes a more general set of procedures, most of which are aimed at avoiding problems rather than responding to them. The classroom setup is an example of classroom management that is not discipline.
After a few weeks of teaching, it becomes fairly clear which students should not be sitting near one another, as certain friends and enemies will distract one another and the children around them for the entire lesson. Discipline would be punishing these children every time they disrupt the class; classroom management is moving them somewhere else to keep the disruption from happening in the first place.
Another example of the difference between discipline and classroom management is the classroom rules. Classroom management is when you make the rules clear to the children, either through discussion or by teaching through another method.
Posting these rules in a prominent place is another way to help manage your classroom -- by making the rules clear to children and making them visible, you make it less likely that the rules will be violated.
Unless discipline is tackled from an early age, achieving quality education with full learner impact will remain a challenge. Thus, if learners at all levels are disciplined, they are most likely to acquire the requisite knowledge and skills with ease because they are focused and self-driven.
Despite their busy working schedules, parents should spend time with their children to discuss various issues, including discipline. There is also an increasing need to strengthen guidance and counselling in schools, to help learners attain set values. A child or young person whose social and spiritual discipline is strong has a high chance of excelling in school. The most important discipline is self-discipline, which the learner should cultivate within by setting standards and determining how far they can go amidst numerous obstacles.
At the height of COVID, where learning has been transferred to the home as schools are closed and supervision is in the hands of parents, self-discipline will play a significant role in ensuring the continuity of learning.
Punishment is used as a tool to inculcate discipline. It can be either positive or negative. Physical or corporal punishment includes caning, physical labour such as watering school gardens or cutting grass, kneeling or walking on knees, or doing push-ups. This type of punishment can also border on child abuse and may legitimize violence in children who internalize what they experience.
However, proponents of corporal punishment disagree; some parents and educators see it as important in instilling discipline in children.
One example is the complete elimination of rewards, also known as positive reinforcement, to discourage a repeat of misbehaviour. This includes attachment to caregivers, friendship and collaborative learning between peers and forming healthy relationships between children and teachers.
In such a scenario, verbal methods of discipline, including explanations and reasoning, are likely to provide more cognitive stimulus than the use of corporal punishment, which may result in poor cognitive outcomes. Ultimately, the effectiveness of punishment depends greatly on timing. A punishment delivered immediately after a response is likely to be most effective while the longer the delay between the response and the punishment, the greater the chance of the punishment associating with other intervening events.
Positive and negative reinforcements are crucial aspects of altering behaviour after delivering punishment. In order to analyse the relationship between punishment and learner performance, we need to be clear about the latter, which is the extent to which a learner, educator or institution has achieved their short or long-term educational goals.
Punishment or even the threat of punishment, depending on the type, has both a positive and negative impact on learner performance.
While some schools use physical exercise as a form of punishment i. Collective punishment is the term used to describe the situation when a group of students, for example, a whole class or a whole grade, is punished for the actions of one or a few students.
Examples of collective punishment include being taken off recess early or the class being banned from using a certain recreation area. Knowing how to maintain student discipline in a classroom can be one of the most challenging aspects of teaching.
Teachers must learn to evaluate situations on their individual merits in order to know how to respond, distinguishing between minor and major disruptive behaviors and delivering the appropriate consequences and punishments where necessary, always according to school policies. Need more information on the topic? Read these outstanding books and articles written by successful educators who managed to take classroom discipline under their control:.
Updated on Apr 29, Home Find tutor Are you tutor? Log In Sign Up. Article Content. Read on to learn everything you need to know about keeping your classroom in order! The importance of maintaining classroom discipline 1.
What is discipline in the classroom? What are the 3 types of discipline? It is usually a verbal warning or a suggestion for the correction of behavior. It mostly refers to the consequences delivered following an infraction. What is the importance of discipline in schools? How does poor classroom management affect learning?
Discipline problems Even the most experienced teachers have to face classroom discipline problems. What causes discipline problems in the classroom? Become a student at Eurekly today!
Apply as a tutor at Eurekly and start earning today. In this section, we discuss aligning schoolwide discipline policies and procedures to SEL.
For more on classroom disciplinary strategies, see Student-Centered Discipline. As you work to align discipline policies and procedures to promote SEL, use the rubric or the questions below to identify areas for continuous improvement:.
Do discipline policies and practices provide opportunities for students to reflect, problem-solve, and build positive relationships? Does data demonstrate that these practices are used consistently and equitably in the classroom and throughout the school?
Are teachers supported in using student-centered discipline strategies in their classrooms? A large body of research has demonstrated that social and emotional learning promotes prosocial and responsible behaviors and decreases risky behaviors and conduct problems. Social and emotional competencies, such as relationship skills and responsible decision-making, help students get along with others, empathize with a different viewpoint, solve conflicts and come up with solutions, and work through frustrations and disappointment.
While the strategies for SEL can immediately help all students reflect on their emotions and talk through conflicts, some behaviors may take time and repeated guidance and practice. As pictured below, schoolwide SEL has been shown to have both short-term and long-term impact on student attitudes and behaviors Mahoney et al, Image from: An update on social and emotional learning outcome research in kappanonline.
Traditionally, many disciplinary approaches have focused on establishing control and order to prevent or correct behavior problems.
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