SCHOOL
DISCIPLINE AND CLASSROOM MANAGEMENT:
A Must for Improved Instruction
by Charles J. Smith, Sr., Ph.D.
The Phi Delta Kappan has reported in annual polls of public attitudes on education
that, for twenty of the last twenty-five years, discipline has been viewed as
a major problem for the schools (Elam, Rose, and Gallup, 1993). With or without
data from national polls, teachers, administrators, parents, school adopters,
patrons and students know that there are many discipline problems in schools.
It comes as no surprise that students cause most of the behavioral problems;
however, the teachers themselves cause most discipline problems. Based on research
by many notable authors, poor classroom management results in discipline not
being appropriately maintained in the classroom. Why are management issues of
such as concern? It is a concern due to most persons having never been charged
with establishing and enforcing guidelines and behavior (Elam, Rose, and Gallup,
1993).
In education, teachers are charged with the responsibility of becoming responsible
for management of others. Namely, this is a group of precious and energetic
students. They become our pride and joy in a learning environment. Students
are filled with excitement and a burning desire to learn. Enthusiasm and interaction
are essential to the learning process. The more enthusiastic the teacher is,
the greater is the likelihood that the number of interactions will increase.
However, while enthusiasm and interaction can promote learning, if not carefully
managed, they can also sabotage and ultimately destroy the fragile balance between
them. This will cause students to move from productive to non-productive behaviors
(Orlich, 1994, p. 348).
The students zeal and tenacity to excel sometimes become side tracked by distractions
and disruptions in the classroom. These disruptions are usually counter-productive.
Off task behavior is common at all ages regardless of their ability and/or interest.
Another issue that causes discipline problems in the classroom is poor planning
on behalf of the teacher. A poorly planned lesson results in a poor learning
situation for students. Inadequate preparation on the subject matter by the
teacher simply indicates that the concept of classroom management and discipline
has not been adequately addressed. This oversight leaves behind the maintenance
of discipline and control. Most individuals focus their primary attention on
subject-matter preparation, not discipline. The measurement of classroom observations
of teachers against the strategies should provide and prepare teachers with
the knowledge and background available to handle the task (p.349).
If we look back into the 1950's and early 1960's, the major emphasis in teacher
preparation involved classroom control. This era was dominated by the theory
of "mental discipline," physical punishment, order, and obedience.
As crime, discipline and disruptions appear to be on a rise in schools, the
burden of controlling the classroom climate has shifted to the classroom teacher
(Orlich, 1994). More and more local school boards, legislatures, and politicians
are holding teachers and administrators responsible for the climate of schools
and discipline.
Classroom discipline and classroom techniques have changed dramatically during
the 1970's and 1980's. These techniques have changed even more in the 1990's
and it appears that changes will continue in the new millennium. Violence, shootings,
gangs, socio-economic and domestic problems surround the world. These distractions
disrupt the educational environment on a regular basis. Classroom management
implies that humanistic orientation expands young minds and attitudes to adhere
to the behavioral rule of social interaction. Successful teachers are those
who knowingly make decisions that are based on sound principles. These principles
involve three central concepts that are essential to the principles of classroom
management: norm, power, and awareness (p. 350). Most members of a group usually
define a norm as a behavioral rule accepted to some degree. Members feel obligated
to adhere to the behavioral rule. The teacher has superior power by virtue of
role position in the classroom. In order to be an effective classroom manager,
the teacher should learn to exercise the least amount of power necessary to
accomplish the desired result (Leriche, 1992).
Awareness may be defined as teacher attention and insight toward the classroom
environment. To distinguish the quality of awareness, the teacher must determine
how the class presents verbal and non-verbal cues. In other words, the teacher
must define with some precision what is meant by the term being portrayed. One
must know how to specify what behaviors are being alluded to when a group is
classified and being disruptive or inappropriate (Everston et al. 1989). Successful
teaching entails understanding the consequences of classroom management as a
system and what the teacher plans to implement. The majority of teachers today
need to develop a code of conduct that will not impede the progress of students
in the classroom who have a burning desire to learn. Stressing self-discipline
implies that there needs to be effective plans implemented such as (B Mod)Behavior
Modification (Skinner, 1971).
Students have needs in education and it is the teachers' responsibility to adequately
address these needs, by implementing effective classroom instruction. This requires
motivating students to acquire the maximum result from the teacher without behavioral
distractions and interruptions. Abraham H. Maslow (1968) had a major impact
on educational theory and classroom management for decades. Maslow is best known
for establishing his hierarchy of basic needs. They are (1) the need of the
individual to fulfill physiological requirements, (2) the need to safeguard
one's existence, (3) the need to build personal affiliations, (4) the need to
find self-esteem, and finally, (5) the need for self-actualization or personal
fulfillment (Orlich, 1994). The most effective voice in Maslow's Hierarchy is
applied to classroom management by assuming that an individual’s behavior
is determined by the strongest need. To follow up on Maslow's ideas, the teacher
must truly believe in her/his students. These needs are addressed through love
and the individual’s importance in the classroom. Students are seen daily
under all circumstances and work with human stimulus-response patterns. The
students must also develop a positive, constructive and consistent self-image,
thus, making the classroom environment structured and supportive. In this setting,
teachers stress the intrinsic value of each student and attempt to motivate
every student to do their best on their class work and assignments (pp. 352-353).
Education of our children today is considered a spiritual affair that still
needs uplift, fulfillment, and strong support (Delathre, 1995)
On the basis of research presented in this paper by notable scholars, my feelings
about discipline and classroom management are consistent with their views and
findings. By utilizing information from the above referenced research, I have
been able to promote a positive climate in my classroom, which in turn motivates
students to learn and remain on task academically. Knowing how students and
people in society function, and the unique qualities each have is symbolic of
successful discipline in the classroom. I establish my ground rules in writing
at the beginning of the year and send a copy home to parents for their review.
I also have the students sign for the handout, and role-play different scenarios'
in class related to good and bad discipline and behavior.
In my professional setting, I am able to shape and mold the young minds of students'
with discipline problems. My approach is to remind them of how important they
are to society and that their future will depend how they adjust to different
situations. The majority of these individuals, both male and female, are products
of a broken home and dysfunctional family environment. Such an environment generally
reveals that the mother fills both the male and female roles and as such is
a role model. To bridge the gap between school and family, activities and programs
related to positive behavioral and discipline reinforcement are implemented.
Examples of such include bringing in community resource people to talk to the
students. These resources include ministers, aids counselors, police officers,
judges, politicians, and educational consultants. Their support is a vital part
of rejuvenating these young people and provides them with a positive role model
to follow.
In Education and as their teacher, I demonstrate my knowledge, competence, and
leadership through meaningful formative aspects of providing educational programs
that will lift the veil of ignorance from their minds. As professional educators,
there must be a willingness to do whatever is necessary to comprehend the language
of academics, behavior and discipline in the public schools of America.
References
Delathre, Edwin J. (1995). Music, The Humanities, and " A Sense of Where
You Are." Arts Education Policy Review, July/Aug 95, Vol. 96 Issue 6: 21.
Elam, Stanley M., Rose, Lowell C., and Gallup, Alec M.(1993). "The 25th
Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward Public Schools."
Phi Delta Kappan 75, no. 2 (1993): 137-154.
Everston, Carolyn (1989). Classroom Management for Elementary Teachers, 2nd
Ed. Englewood Cliffs, N.J: Prentice-Hall.
Leriche, Leo. "The Sociology of Classroom Discipline." The High School
Journal 75, no. 2 (1992): 77-89.
Maslow, Abraham H. (1968). Towards A Psychology of Being 2nd Edition. Princeton,
New Jersey Toronto Melbourne London: D. Van Nostrand.
Orlich, Donald C. (1994). Teaching Strategies: A Guide to Better Instruction.
4th Edition. Lexington, Massachusetts Toronto
Skinner, B.F. (1971). Beyond Freedom and Dignity. New York: Alfred A. Knoft.
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