Teach English in ShuAnggang Zhen [incl. ShuAngxin Jiedao] - Tianjin

Discipline in the classroomClassroom behavioural management is among the most vital, yet most difficult skills to develop within the classroom, as it directly impacts on the teacher?s ability to conduct an effective and engaging lesson for all the students involved. It is important to understand the difference between common effective and ineffective disciplinary techniques, and to develop the skills to adequately apply effective techniques to different classroom situations, and particularly different age groups. Discipline is central to a well-run lesson, and thus an understanding of effective and ineffective techniques is necessary. There are a number of commonly effective disciplinary techniques for young learners. Modelling appropriate behaviour is particularly important when working with young learners, as they typically mimic what they see from the teacher, and other students. Albert Bandura, a behavioural psychologist, emphasises the importance of modelling appropriate behaviour, and its success in altering negative behaviour. B. F. Skinner, another behavioural psychologist demonstrated the value of the reward system, in which rewards can be used to condition desired behaviour; this theory has proven effective when applied in the classroom. Clear expectations and guidelines are important for young learners, and essential when implementing the reward system to ensure the students are aware of why they are, or aren?t, being rewarded for their behaviour. Sue O?Niell in Classroom Behaviour Management (2011) noted that children are in control of their own behaviour and have the ability to make a choice to behave well when they are aware of the teacher?s standards, thus reinforcing the importance of clear guidelines. Both behavioural modelling and rewards require strict consistency, yet when used properly, can be highly effective in encouraging positive behaviour among young people within the classroom. Ineffective discipline techniques have been very common within the classroom, and whilst they are intended to curb poor behaviour, they are often counterproductive, and simply produce further misbehaviour. Shouting at students is one of the most common, yet least effective disciplinary techniques used by teachers. Whilst it is difficult to remain clam when disciplining students, continual shouting and frustration by the teacher causes the students to loose respect for the teacher, and to simply ignore them. It is vital for the teacher to remain calm, and not to respond to the student?s misbehaviour with anger. Time out or isolation is another commonly used discipline technique that is also counterproductive and not conducive to the student?s development. Ramon Lewis in Handbook of Classroom management (2006) claims that exclusion of children as a form of discipline can ?induce psychological difficulties? and ?must only be used at times in which the safety of other students is at risk?. Thus whilst time out may be appropriate in some situations, it should be avoided in favour of more positive and inclusive disciplinary techniques. It is important for teachers to continually assess the effectiveness of their discipline methods in the classroom and to become creative and flexible, yet strategic, in their response to misbehaviour. Effective discipline for adults differs from the methods that are best used for children. The main difficulty with behavioural management of adult classes is that there is rarely a structured response to behavioural issues, despite the fact that issues do occur. Teachers often feel uncomfortable disciplining people close to their age, or even older than them, thus behavioural problems often remain un-remedied. Often the easiest ways to combat this difficulty is by teaching adults self-discipline. Shlomo Romi in Student Responsibility and Classroom Discipline conducted research with both young and older learners demonstrating the value of self-discipline, which can be encouraged by utilizing disciplinary techniques at other times in the lesson. With adults, the most effective way to encourage positive behaviour is by building a close, yet professional relationship with the students. This creates an environment of mutual respect in which the students are unlikely to misbehave, and an effective lesson may be conducted. Whilst discipline is difficult with adults, it is still vital to the students? education and can often be managed through encouraging self-discipline and creating a positive working environment. Behavioural management techniques differ in effectiveness between adults and children and are essential to analyse to ensure appropriate methods are used in the classroom. Among children, behaviour modelling and the reward system have been shown to curb poor behaviour. Responding to the students with anger or using exclusion techniques are often counterproductive, and only produce more negative behaviour and should thus usually be avoided. Teaching adults self-discipline and building a relationship with the students can often avoid behavioural issues and thus avoid the need for direct discipline. Strong discipline skills are essential for all teachers to develop yet they must continue to self evaluate the effectiveness of their techniques to ensure a positive classroom environment. Bibliography Lewis, Ramon, ?Classroom Discipline in Australia?, Handbook of Classroom Management, 2006. O?Neill, S, ?Classroom Behaviour Management Preparation in Undergraduate Primary Teacher Education in Australia: A web-based investigation?, australian Journal of Teacher Education, Vol. 36, no. 10, 2011, pp. 34-52. Romi, S, Ramon, L, Katz, Y, ?Student Responsibility and Classroom Discipline in Australia, China and Israel?, 2008, pp. 1-30. Skinner, B. F., ?B.F. Skinner Foundation?, (2011) < http://www.bfskinner.org/BFSkinner/Home.html> (accessed 11.12.12) Islom, M.D. ?Theorist ? Albert Bandura? The Social Learning Theory, < http://criminology.fsu.edu/crimtheory/bandura.htm> (accessed 11.12.12)