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Module Three |
Activity Three: Preventive, supportive and corrective discipline |
In its holistic form, discipline involves much more than meting out punishment.
In fact, Wolfgang (1995) describes three aspects of discipline, preventive,
supportive and corrective. The developmental aspect of discipline involves instruction,
training, helping students value community and work together to set and agree
upon standards for acceptable behavior. Kounin (1970) noted that effective teachers
differ from ineffective teachers not in the way they respond to the students’
misbehaviors and in how they organize and manage classroom activities.
If the teacher helps students learn now to create and maintain a tension-free atmosphere in the classroom, presents the instructional materials in a lively and interesting manner and demonstrates a passion and enthusiasm for the subject matter, students are likely to be interested and attentive. When students are meaningfully engaged in learning tasks, they are unlikely to pose disciplinary problems.
Preventive aspect of discipline is characterized by setting up the classroom together and the teacher taking the role of facilitator. This may include limit setting and teaching the necessary discipline and self control so rules can be followed. If students are fully aware of the boundaries of what is considered acceptable or unacceptable behaviors and consequences of breaking the rules or disrupting the learning community, they are more likely to abide by the rules.
To function smoothly, classrooms need clearly defined rules so that students know what to expect and what is expected of them. Remember to sort out the difference between rules and procedures. Rules should address an ethical principle, help all in the classroom support learning and apply to all - teacher and students alike. Rules usually are brief, positive and developmentally appropriate.
Good rules:
Respect one another
Do your best
Be fair
Good procedures: This will be a set of guidelines for ordering the classroom or proceeding to accomplish a commonplace task efficiently. They do not apply to everyone, and can be individualized according to the needs of students and specific times and places.
Fine procedures:
| Lining up | Asking Questions | Turning in work |
| 1. Stand at attention 2. Pass to line 3. Stand quietly 4. Walk in own space |
1. Raise hand 2. Wait to be called on 3. Share idea or question 4. Take turns |
1. Note due date 2. Put name on all papers 3. Put in turn-in basket |
Weinstein (1997) described four principles to keep in mind when establishing classroom rules. First, the rules must be reasonable, necessary and seen as fair. Second, the rules should be clear and comprehensible. When rules are concrete and specific, they will not be subjected to the personal interpretation of the students. Third, the rules should be consistent with instructional and learning goals. For example, if a teacher is too concerned with having an orderly, quiet classroom when conducting group activities, it would be difficult for the students to engage in meaningful, collaborative learning. Fourth, classroom rules should be consistent with school rules.