Classroom discipline: clear communication of routines is key to reducing disruptions

Over the years, educators and scholars have devoted much research to the subject of discipline. Although their methods may vary, there seem to be common threads that are prominent in successful models of student discipline. These threads include: a committed staff, well-defined expectations, clear rules and proceduresand substantial parent and community support. With these foundations in place, teachers can begin to form their own successful discipline models within their own classrooms.

A proven method of classroom discipline is to involve both students and teachers in making decisions that control the classroom atmosphere. This is different from traditional reward and punishment methods, in which everyone is included and good or bad behavior is not necessarily singled out. Research on well-disciplined schools indicates that a student-centered environment, which incorporates problem-solving activities between teachers and students, as well as activities to promote student self-esteem and belonging, is most effective in reducing behavior problems. than the punishment. For hold the student accountable for their classroom environment, they may become more aware of what is going on around them and therefore more apt to keep it positive.

Another proven form of discipline is the self-control skills behavior modification technique. Self-management skills are skills such as self-instruction, self-monitoring, and self-reinforcement that teach a student to take full responsibility for his or her own actions and consequences. The use of routines in the classroom forces students to behave responsibly for their performance. This also differs from the traditional disciplinary practice of giving rewards and punishments to students, self-control skills teach the student to do it for themselves.

Use routines to simplify decision making

Many factors, such as immediacy and concurrency, will influence the amount of time a teacher has for classroom instruction. By implementing routines for common or predictable and time-consuming tasks as well as the routine needs of students, the teacher increases the amount of time they can spend on instruction and interaction with students.

Predictable tasks are events that can be anticipated. Many of these events occur over the course of a class period or school day. Some of these may be requests to go to the bathroom, collection of assignments or tests, needs for materials, or formation of study groups. The variable is the timing of these events so that students and teachers can effectively teach and use the routines that are established early in the school term, thereby freeing up valuable instructional time during each class.

The routines can be developed with endless variations, but all are designed to achieve four basic goals.

• These goals should minimize the time spent on a task,
• minimize the opportunity for disruption,
• maximize student responsibility,
• and minimize adult control and teacher involvement.

Although the initial time spent explaining and teaching each of the classroom procedures and reinforcing procedures until they become routine seems exorbitant, students will understand what is expected of them and take responsibility for their own behavior accordingly. an understanding of the consequences for their lives. decisions not to follow established procedures. The time needed to “pass” breaks for personal needs, collect homework, classwork, and tests, and return documents will be reduced using routine procedures and allow for maximum instructional time with minimum disruption, teacher involvement and adult control. of predictable tasks in the classroom.

With the many theories and abundant research on discipline in schools, educators today are well equipped to form their own discipline models and practices. No theory or practice is 100% successful every time. A well-balanced teacher will recognize this and adapt, incorporating many discipline methods to meet her needs.