I think that people will always present individual challenges to any group experience, whether a classroom or smaller group environment. We teachers have the obligation to help each individual to progress toward a successful outcome. If a student presents a challenge of a behavioral nature, it requires evaluation due to the variety of possible reasons for the problem. We need to consider all challenges as learning opportunities for the student. A swift and concise response may not be the answer in all situations; some situations are more complex and may require more time research or evaluative study. In some extreme cases the need to consult or confer with professional colleagues may exist.
Whatever the resopnse, the objective should always be the same: Teach the student appropriate skills which will facilitate growth and development toward the intended outcome.
Very well stated James. Fair but firm is another way of agreeing with your statement. I agree with your statement but also feel there needs to be room for compassion and understanding. The exceptions to the rules should be few and properly documented but I do feel they exist. What is your stance on this topic of allowing some exceptions where extreme circumstances take place?
Regards,
James Jackson
In my opinion, consistency is the most important component in maintaining discipline. Inconsistent enforcement lowers morale of staff members and encourages misbehavior on the part of students. Good students become frustrated that rules are not enforced in a consistent manner.
I believe that learning the students names is one of the first steps. I also feel that the instructor should explain the classroom, student and self expectations of the course. It is important for the students to know what is expected of them. Another way of improving discipline is to have cooperation from faculty and administration in regards to specific areas, such as make-up policy, tardy policy and testing policy. Everyone has to be on the same page so that the students know and see the cooperation among the instructors and administration. Respect for students has to be given and shown. There are many instructors that feel they are above a student because of their own education, it is important for the instructor to show concern and respect towards all students.
Yet another great and insightful response Wilfredo. I cannot recall the reference but I have heard it said that there is no greater sound to an individual than the vocalization of their own name, especially when it is heard from someone of authority and respect. You mentioned that calling students by their name was important in improving school discipline and I totally agree. Calling a student by name can be used as a sign of acceptance as well as a sign of a need to change behavior. I also like your comments about being firm and consistent. There are a couple of recently released books that include information from different perspectives on this very topic:
Academically Adrift: Limited Learning on College Campuses by Arum and Roksa
A Chance to Make History: What Works and What Doesn’t in Providing Excellent Education for All by Wendy Kopp
These books did not set out to discuss the impact of classroom discipline but both provide some interesting insights as to the results of schools and instructors that focus on such techniques and why it is critical to treat students with respect and provide a firm structure conducive to learning. I hope you find them as interesting as was my experience.
Thanks again for your comments and sharing of your ideas.
James
My suggestions for improving school discipline are:
• Be firm and consistent. A teacher can be firm yet still be supportive and friendly with students. Affirm teacher can provide and environment where the students can feel the respect, the security and the justice of the school.
• Discipline with dignity. It provides an in-depth flexible approach for effective school and classroom management. With strong focus on developing responsibility, it is a comprehensive, practical program that leads to improved student behavior through responsible thinking, cooperation, mutual respect, and shared decision making.
• Learning names. Calling the student by his or her name early in the years gives the student an increased sense of well being. It also gives a teacher greater control of situations.
