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Cotton, Kathleen. Schoolwide and Classroom Discipline. School Improvement Research Series. December 10
http//www.nwrel.org/scpd/sirs/5/cu.html
The purpose of this article was to offer a synthesis of findings from research studies which have identified effective classroom and school-level disciplinary practices.
This article defines "discipline", reports on the research on school-wide and classroom discipline practices, explains the role teacher training has on classroom management, describes disciplining different kinds of students, details specific discipline programs, and highlights ineffective disciplinary practices.
Cheap Custom Essays on Classroom Discipline
Lack of discipline has been identified most often as the most serious problem facing the nation's educational system. Many educators and students are also concerned about disorder and danger in school environments. Nearly 17,000 students per month experience physical injuries serious enough to require medical attention. In addition to these school discipline issues, classrooms often experience minor forms of misbehavior which disrupts the learning process. Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time.
Discipline refers to both prevention and remediation. It is the business of enforcing simple classroom rules that facilitate learning and minimize disruption. Some educators view disciplinary activities as irritating intrusions into school life which should not be necessary while others simply regard these activities as a natural part of the educational process.
School-wide discipline. When the unit of analysis is the entire school, researchers have most often conducted comparative studies of well-disciplined and poorly disciplined schools to identify critical differences in discipline practices. Safe, orderly, well-managed schools have similar components. There is a commitment, on the part of staff, to establishing and maintaining appropriate student behavior as an essential precondition of learning. There are high behavioral expectations, clear and broad-based rules and a warm climate. There is a visible, supportive principal who delegates minor discipline authority to teachers. Lastly, well-disciplined schools have close ties with their community.
For the discipline issues faced by most schools, research supports the use of the following practices, many of which are applicable at either the school-wide or classroom levels. Punishment, in some forms, is an effective method of remediating individual misbehavior if the punishment is commensurate with the offense committed (Draconian punishments are ineffective), if it is perceived by the student as punishment, and if it is delivered with support. Counseling services are effective when the student lacks insight and understanding regarding their own misbehavior. In-school suspension programs are effective when they include guidance, support, planning for change, and opportunities to build new skills. Contingency contracts perform well when they specify the sanctions students will face if they do not behave in accordance with the terms of the contract. Home-based reinforcement has also been shown to improve student behavior.
Some school environments are so fraught with disorder and dangers that more broad-based approaches are called for in order to bring about real improvements in the school environment. The organizational development approach may result in significant improvements in student behavior and academic outcomes. This approach utilizes school teams, curriculum and discipline reviews, academic innovations, climate innovations, career-oriented innovations and special services such as counseling and monitoring of improvements. Increasing parental involvement is also a critical element in improving order in troubled schools.
Classroom management and discipline. Effective mangers are those teachers whose classrooms are orderly, have a minimum of student misbehavior, and have high levels of time-on-task, and ineffective managers are those whose classrooms lack these qualities. Effective and ineffective managers do not differ greatly in their methods for dealing with disruption. Instead, effective mangers are much more skilled at preventing disruptions from occurring in the first place. There are specific behaviors that effective managers engage in to keep students focused on learning and to reduce the likelihood of classroom disruption. These include "Withitness", which communicates to students that the teacher knows what is going on in the classroom. Attending to different events simultaneously. Conducting lessons with smoothness and momentum. Providing students seatwork activities that have variety and offer challenge.
There are also certain teacher behaviors that comprise effective classroom management. These include holding and communicating high expectations for student learning and behavior, establishing and clearly teaching classroom rules and procedures, specifying consequences and their relation to student behavior, enforcing classroom rules promptly, consistently, and equitably, sharing with students the responsibility for classroom management, maintaining a brisk pace for instruction and making smooth transitions between activities, and monitoring classroom activities and providing feedback and reinforcement.
Other approaches have been identified as being effective in establishing and maintaining positive, orderly classroom environments. When a student's behavior is a response to academic failure, new opportunities for academic and social success may be effective. Many students don't perceive a connection between their level of effort and the academic or behavioral outcomes. These students need to be taught to attribute their success or failure to their personal effort. Effective management practices produce much more positive outcomes when they are enacted from the very first day of school.
Effective interventions exist which are supported by research. Behavior modification approaches such as reinforcement is often effective in improving the classroom conduct of misbehaving students and does not undermine students' intrinsic motivation, provided the reinforcement is contingent on performance and given sparingly. Group contingencies, in which rewards and punishment are meted out to groups rather than individuals are often effective as well. Prosocial skills training and peer tutoring are both effective also.
Teacher training in classroom management. Significant improvements in classroom discipline may be achieved through the provision of teacher training. Typically, training programs include learning activities and practice in the areas of room organization, developing workable rules and consequences, student accountability, increased instructional clarity, and adjusting instruction.
Disciplining different kinds of students. Students need to be taught what constitutes appropriate behavior, what the school and classroom rules are, and how to follow them. Effective managers socialize younger students to the student role through instruction and modeling. With older students, the best results are obtained through vigilantly reminding students about the rules and procedures of the school and classroom and monitoring their compliance with them. Some researchers have observed that students from lower socioeconomic backgrounds sometimes need more detailed instruction regarding classroom rules and procedures than other students.
Specific discipline programs. Research on the effectiveness of discipline programs is not plentiful, much of it is technically flawed, and findings are generally inconclusive. Programs include Reality Therapy(RT), A Positive Approach to Discipline(PAD), Teacher Effectiveness Training(TET), Transactional Analysis(TA), Assertive Discipline(AD), Adlerian approaches, and Student Team Learning(STL). All of these programs include components which have been validated as effective. Effective schools, however, generally do not use these packaged programs; instead, they usually develop their own.
Ineffective disciplinary practices. It is important for educators to be aware of the strategies research has shown to be ineffective because this knowledge can assist them in planning local programs and because some of these practices continue to be widely used. Ineffective practices include vague or unenforceable rules, teachers ignoring misconduct, ambiguous or inconsistent responses, excessive punishment, and corporal punishment. Researchers have studied the effectiveness of corporal punishment in reducing misbehavior and have found that, in addition to the moral and psychological arguments against its use, it is indefensible on grounds of efficacy. The results are unpredictable, it doesn't foster appropriate behavior, it may be unintentionally reinforcing, it creates resentment and hostility, and it is related to undesirable outcomes, such as increased vandalism and dropping out.
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