keeping disciple in the classroom

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Magdalena Sul ich

P O L A N D

N THE PAST, KEEPING DISCIPLINE IN THE CLASSROOM WAS AS IMPORTANT AS TEACHING.

Teachers were allowed to use corporal punishment, and some used it often. Of

course, students didnt like it very much! British and American research done

before 1960 shows that children dont like teachers who (among other things)

are sarcastic and dominating, show favouritism, and punish students to keep dis-

cipline (Janowski 1995). However, that same research shows that teachers

should not only be nice, patient, honest, and friendly but should also be able to

keep order in class.

One of the main problems for every teacher, especially those just starting their

careers, is being able to keep peace and order in class. We all have heard of well-

meaning new teachers who wanted to be very friendly with their students but

encountered chaos when students paid no attention to them. When this prob-

lem occurs, the teacher ends up wasting class time silencing students and calling

for order, and sometimes doesnt realize what went wrong. Only afterward willthat teacher realise he or she should have started by being strict with clearly

defined rules and then later could have given students more independence.

For me and my colleagues, discipline in the classroom is very important. We

all know that there is no single ideal way to address the issue, so I decided to col-

lect and summarise information on the subject. In this article, I will try to define

KeepingDisciplineinthe

Classroom

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discipline, then give some reasons why it isoften difficult to keep discipline, and finallydiscuss some ideas for improving a bad situa-tion in class.

Defining discipline

The word disciplineis understood today tomean conforming to rules, to supervisorsorders, and to demands of the community oran institution. Even its derivation is insepara-bly connected with education; it comes fromthe Latin word discipulus, which means stu-dent. Latin disciplinarefers to the way of treat-ing students.

For the needs of pedagogy, Oko (1975,29697) speaks of conscious discipline, that is,obedience to rules and values that are un-ques-tionably recognised by an individual or by soci-ety: At school, conscious discipline occurs wherethere arent any big discrepancies between thesystems of values represented by teachers andstudents. He goes on to say that the basis forintroducing conscious discipline at school in theeducational process is in treating children andyouth as partners who are shown respect by oth-ers but also are given appropriate responsibilities.

Many of the assumptions accepted by teach-ers, including those about discipline, have notbeen confirmed in the actual classroom. We canstill hear from some teachers that students learn

only when they are quiet, silence being regardedas a sign of intensive learning. This is connectedto another belief that the only one who can andshould teach is the teacher. Problems with disci-pline in the classroom usually start from thistype of belief by the teacher. Teachers usuallybegin to have problems with discipline whenthey cant motivate students or keep their con-centration and attention, or when they dontunderstand students reasons for misbehaving.

For me, discipline in the classroom is basedon mutual respect of rights and duties of the

teacher and students so that the aims of thelesson can be attained. Discipline includes cre-ating and keeping rules based on reciprocalunderstanding and tolerance and requiresestablishing limits that must not be trans-gressed. Where is the line between good andbad behaviour? Probably there is no definitionsatisfactory to all.

According to McManus (1995), sometimeswe hope that when we give a thing a name, wewill get some power over it. It is impossible to

create a definition of discipline that would beboth useful and acceptable to all teachers, notto mention useful and acceptable to parentsand others outside the classroom. McManusgoes on to say that school behaviour is too

complicated to put it into a single definition.Most contemporary educators and meth-odologists avoid definitions of the word disci-pline because of its pejorative tone and fre-quent associations with corporal punishment.In spite of the difficulty of finding a suitabledefinition, I hope that I have outlined enoughof the topic to allow us to take a closer look atstudents expectations about keeping order inthe classroom.

Students expectations about discipline

Even young children going to school for thefirst time have their own expectations of theinstitution of school and of the people work-ing there. These expectations reflect the spe-cific culture of the country. Also, teachers,even those with little classroom experience,have expectations of students and of them-selves. Expectations and perceptions influenceclassroom interaction from the beginning.

Research done by Nash amongst 12-year-old children led to the conclusion that they seethe teacher in six dimensions, based on theirexpectations and perceptions at school (cited

in Janowski 1995). The dimensions are:1. Keeps order vs. Cant keep order

Children think that keeping discipline is ateachers basic duty, even more importantthan teaching. A teacher who is too softarouses dislike, contempt, and disdain.

2. Teaches vs. Doesnt teach

To teach is to educate and give assignments,not to amuse with stories and jokes.According to young students, teachingconsists of giving facts and other concretedata, not simply expressing opinions.

3. Explains difficult concepts vs. Doesntexplain well

For most students, it is the teacher whoshould make new and difficult material eas-ier to understand. Incentives to do indepen-dent work can be perceived as not fulfillinga teachers duty.

4. Interesting lessons vs. Boring lessons

This is a very important dimension forchildren, although they cant always articu-

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late what interesting teaching is. Generallyspeaking, an interesting and engaging les-son provides learners with new knowledgeand has a consistent plan without anyunnecessary interruptions.

5. Fair vs. UnfairFor some students, a fair teacher is one whoisnt too strict. For others, however, fairness ismore complex. For example, punishmentmay be considered fair only under certainconditions, such as after the teachers warn-ings and threats have been disregarded.Blaming students who are not responsiblefor the problem is clearly unfair. Teacherscan and should be strict and determined inpunishing, but the punishment has to be vi-able; for example, the teacher cant demand

complete silence during an entire lesson.6. Friendly vs. Unfriendly

Inexperienced teachers may consider thisdimension more important than studentsactually do. For some students, friendlinessof the teacher is optional, and other dimen-sions, such as fairness, are more important.

Whether it is due to students expectationsor a generation gap between students andteachers, students usually give themselves arather passive role. They leave all the work ofmaintaining discipline to their teacher. For

this reason, in the beginning, it is importantfor the teacher to be able to control the situa-tion in class. Children expect the teacher todefine the limits of behaviour and then con-sistently enforce the rules, while allowing thestudents to make their own decisions. Thiscan make it difficult to introduce a democrat-ic teaching style.

From my observations, it seems that oftenstudents themselves try to prevent a teacherfrom keeping order. Sometimes, in more orless conscious ways, students try to take over

the lesson. It depends on the character, knowl-edge, and experience of the teacher whetherthe teacher will control the class or the classwill control the teacher.

Students games and strategies

Students may try to control the teacher andthe lesson for different reasons, some of whichthey themselves might not understand. Theyuse a variety of games and strategies, whichthey might not be able to explain. The aim of

many students is not really learning but get-ting the best possible marks at the least cost, orsimply surviving, or staying unnoticed for aslong as possible. These games and strategies,therefore, are not connected to learning.

Early gamesStudents misbehave for different purposes,

one of which is to find out how much ateacher will allow or to test the teachers limits.This tends to happen during the first fewclasses and can be the beginning of a biggerdiscipline problem later. These games oftenconsist of showing off in front of other stu-dents and include joking, making commentsagainst the teacher or to contradict theteachers orders, asking unnecessarily for theteachers help, and forming alliances with like-

minded classmates. Other examples are askingsilly questions, misleading the teacher, askingfor information that requires complicatedexplanations, pretending that the teacher isntpresent, talking back, displaying insolenceopenly, laughing or making loud noises, andmaking rude or mocking gestures. Most expe-rienced teachers realize that this type of dis-ruptive behaviour is usually temporary.

Long-term strategiesOther kinds of misbehaviour are not tem-

porary, and these I call strategies. For the pur-

pose of this article, I will consider these strate-gies as methods to achieve some reaction inthe teacher and/or classmates, especially over along period of time. A particular strategy maynot be chosen intentionally or consciously fora specific aim. Also, these strategies for con-trolling behaviour or disrupting order may notbe used consistently.

Komorowska (2002) presents a combina-tion of strategies with possible causes and re-sponses, three of which are summarized in thechart on the next page. The first one, achieving

learning goals, is not usually a discipline prob-lem unless the teachers response is mistaken.

The strategy that is most important for us isthe strategy of rebellion because this one causesthe biggest problems. It is used by students whowant to disturb the teacher in an ostentatiousway. The only solution for rebellion is to firstfind the cause, which can be a difficult livingsituation at home, emotional problems, or thedesire to be the center of attention. It is usuallyeasier to draw someones attention (classmates

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or the teacher) by behaving badly than bybehaving properly, which can take more timeand effort.

Rebellious students are often confusedwith good students who show their academic

talents over their weaker classmates in anequally ostentatious way. Rebellious childrencan easily be confused with overactive childrenwith a disposition for kinaesthetic learning.So, the first step is to find out which studentshave real discipline problems. To avoid con-flicts with rebellious students, teachers shouldavoid open tests of strength and alliances,praise them often for even small successes,emphasise their best qualities, and use their abil-ities for the good of the class (Komorowska2002). This could mean asking for their helpin a way that will give them authority and

meaning in the eyes of their classmates, butnot in competition with the teacher.

Methods of keeping discipline

I have successfully used three methods tomaintain discipline: keeping students attention,establishing clear rules, and, when necessary,explicitly addressing discipline problems.

Keeping students attention

Keeping students engaged in the lesson isthe basis for keeping order in the class. Hereare several ways to do it:

1. Provide a clear structure for the lesson.

After greeting the students, begin by brieflystating an outline of the lesson. Separateparts of the lesson with expressions such asWe have finished our work on. and Now

we can go on to. Make clear conclu-sions. All of these steps can help focuslearners attention on the lesson.

2. Do many short activities instead of a fewlong ones.

Short exercises that change the task andwork required of the students can helptheir concentration.

3. Use an unpredictable order when callingon students.

When learners know they are not going tohave to answer, their minds wander. An

element of uncertainty is necessary, so saythe students name after asking the ques-tion, not before. Avoid exercises withchain answering.

Establishing clear rules

Students must feel their autonomy and takepart in creating rules so that they feel responsi-ble for obeying them. To avoid future conflicts,it is necessary to create strict rules together atthe beginning of the course, even in the first les-son. These rules should contain basic responsi-bilities such as:

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Strategy Students Who Use It Mistaken Teacher Suggestions

Reaction for Improving Situation

Establish a special programme

with individual tasks. Separate

evaluation of language skills

and evaluation of effort put into

completing assignments.

Apply the same evaluation cri-

teria for all students. Do not

make unpedagogical alliances

with some students against

other students.

Involve the whole class, and

use pair and small group work.

Require measurable results of

class work and homework so

that copying is easy to discover.

Trying to show that the stu-

dent doesnt deserve good

marks, arrogance, or other

responses that kill the stu-

dents potential and arouse

feelings of injustice.

Showing favouritism and

treating these students as

allies in disagreements with

other students or the rest of

the class.

Asking only for volunteers

and leaving weak or quiet

students to themselves.

Good students who are motivated,

interested in the subject, and pre-

disposed to learning can become

bored if the assignments are too

easy, and then they become dis-

ruptive or inattentive.

Students who lack motivation but

want to deserve/receive praise

seek the approval of a significant

person (the teacher). Two possible

causes for this strategy are adesire for a feeling of safety and

bad relations with peers.

Students with low motivation often

aim to simply get through school

without any difficulties, which

requires resigned patience and

obedience. These students seem

passive and uninvolved in their

learning, but, paradoxically, they

make efforts to hide themselves

and their opinions.

Achieving learn-

ing goals

Seeking approval

Withdrawal or

hiding

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1. Grading scales and criteria.

2. Consequences of absences, tardiness,and missed assignments.

3. Rewards for extra work.

4. Consequences for disruptive behavior.

Teachers must apply the rules to everyonewithout showing favouritism. Rules should beconcise and clear, and everyone should receivea copy (or the teacher can hang them in theclassroom in a visible place).

Addressing discipline problems

Keeping order during the lesson usuallyrequires avoiding unnecessary interruptions

and changes in the lesson plan. Arguing withstudents, commenting on their behaviour, andany shouting means the troublemaking stu-dents have succeeded and the goals of the les-son have been lost. If the situation gets worse,students aggression is likely to increase, andthey receive the attention they desire.

Three effective ways of addressing disci-pline problems, in the order in which theyshould be used, are:

1. Nonverbal approach

When a student does something to disturb

the class, the teacher should continue withthe lesson while reacting calmly and non-verbally. This can be making eye contactwith the disruptive student, standing nearthe student, making calming gestures, orall of these things simultaneously.

2. Verbal approach

Without interrupting the lesson, the teachercan try another set of techniques to stop orminimize disruptive behaviour. These in-clude lowering his or her voice, inserting thestudents name in a statement, and calling onthe student to answer a question or to re-

peat the answer of another student. Theteacher might also change the task andquickly organize a common activity.

It is very important to remember that theteacher should not attempt to prove that theoffending student doesnt know somethingbut should terminate the disruption withoutgiving a public scolding. When these firsttwo approaches fail, it is time to react verbal-ly to the offensive behaviour. Unfortunately,too many teachers use this approach first.

3. Reacting to the disruptive behaviour

The teacher can make a short statementidentifying the incorrect behaviour, a shortexpression of the wish for good behavior,or an announcement of a reward for goodbehaviour. It is worth remembering that ateacher who cant calm students in a skillfulway can make the situation worse. Anycomments the teacher makes should beshort because they will also be consideredinterruptions by the students who are notmisbehaving. Finally, in using these tech-niques, we must remember two things: wecan criticise a students behaviour, but weshould not criticise the student; and ourcriticism should be constructive and polite.

Conclusion

On some occasions, all teachers have prob-lems with keeping discipline. Some teachershave a natural gift for arousing respect fromtheir students, while others must work veryhard to get it. With or without this natural tal-ent, a teacher has to learn a lot about sociolo-gy, psychology, and pedagogy and also learn alot from his or her experience with students.

The problem of keeping discipline in theclassroom is too widespread and complex to pro-vide an ideal solution for all circumstances in anarticle of this length. In my opinion, too little issaid and written about this critical aspect of teach-ing. I hope that these ideas and suggestions willhelp teachers find practical solutions to disciplineproblems they encounter in their classrooms.

References

Janowski, A. 1995. Uczen w teatrze zycia szkolnego[A student in the theatre of school life]. Warsaw:WSiP.

Komorowska, H. 2002. Metodyka nauczaniajezykw obcych [Methods of foreign languageteaching]. Warsaw: Fraszka Edukacyjna.

McManus, M. 1995. Troublesome behaviour in theclassroom: Meeting individual needs. London:Routledge.

Okon, W. 1975. Slownik pedagogiczny [Dictionaryof pedagogy]. Warsaw: Panstwowe Wydawnict-wo Naukowe.

MADGALENA SULICH teaches English at amiddle school in Jasienica and at a primaryschool and middle school in Stryjki.

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