Discipline and Establishing Routine in Classroom Management The Teaching Profession

1. Jane H. Basto

2. Discipline is controlled behavior.
It constitute the next important
concern of teacher as part of good
management.
No matter how well-manage a
learning environment is, students
will occasionally misbehave.
Teacher must be ready to deal
with them with utmost care and
consideration.

3. Causes and Preventive
Measure That Could
Help in Ensuring Good
Discipline

4. 1. Causes of Disciplining Problems
Some of the most common causes of
classroom problems point prominently
to unfavorable learning condition that
impinge on the learners
abilities, needs and interests. The
teachers‟ lack with adequate
knowledge and skills in handling
occurrences of misbehavior likewise
contribute to a trouble-prone setting.

5. a) Overcrowded with more
than a regular number
of a students to a class.
This result in
immobility or
discomfort in moving
around, especially when
there is a need to
operate instructional
equipment and
materials.

6. b) With poor
lightning
facilities and
inadequate
ventilation.
Attention and
interest will be
difficult to
sustain

7. c) With
furniture's and
storage cabinets
disorderly
positioned, makin
g the collection
and retrieval of
tools less
efficient.

8. d) With
inappropriate
seating
arrangement
such that
destructions of
student‟s
concentration
can easily occur

9. e) Near
sources of
noise
which
obstructs
understandi
ng of the
lesson.

10. The students bring to the
classroom a surprising record
of individual attitudes, interest
and abilities. Characteristic
could be traced to their
differences in:
a. Family background
b. Physical and mental
capacities
c. Emotional traits among
others

11. Reminders
Students bred in families with different
socio-economics background may exhibits
characteristics that are different from the
rest.
Disciplinary measures practiced in
different homes may cause unfavorable
consequences as they relate with one
another.
With varied abilities they may greatly
deeper in expressing self control, patience
and temper when challenge.

12. Reminders
Some may have special interests
that must be attended to.
Others may have problem that
would need immediate solution.
Their relationships with one
another can bring about their either
positive or negative interactions as
they study and work together, hence
it would be best that they know
each other well for a mannerful
climate in the classroom.

13. The teachers‟ ability to meet
discipline-challenging situations
can spell the difference between a
good or distressed classroom
control. So much depend on their:
a. Knowledge of and skill in
employing a wide range of
classroom strategies and
procedures.
b. Personal and emotional
attributes

14. Depending on the subject matter and the
students‟ abilities and interests the
teaching strategies will essentially be
varied from time to time.
There is not one strategy that can work
well for all kinds of lesson objectives.
Some teachers present, discuss and
conclude their daily lessons through a
routine teacher-dominated question-andanswer methodology with the least
intention of trying new and interesting
students-centered learning procedures.

15. Since they are not looking forward
to another way of learning which
might be more exciting and challenging
some impatient provocateurs„ find the
chance to incite “own learning
actions” which are often branded as
misbehavior.
The teachers way of dealing with the
students maybe wanting in developing
a congenial and harmonious
relationship, one that is brought about
by pleasing and gracious attitude.

16. Some possess distinctive
temperaments that can either attract
or distract students attention and
could lead to truce or miscontrol of
behavior.
Teachers‟ personality and appearance
are often obscured by personal
problems coupled with so many tasks
to attend to, Instead, some become
so stiff, unattractive and
unapproachable such that students
feel repulsed with no one to turn to.

17. 2. Prevention
Seasoned teachers have learned
how to prevent discipline problems.
They have expected from varied
experiences that no matter how hard
they try, somehow a case of
misbehaving may occur. The good
reminder they share to others
is, “You must know how to
anticipate trouble so that minor
skirmishes may not erupt to fullfledged battles”.

18. Effective measure practiced in
some schools:
a) Depending on a students abilities
and interests, teachers can implement
grouped-oriented methodologies such
as:
a) Cooperative learning approach
b) Team learning
c) Peer tutoring
d) Group project and collections

19. Such strategies promote strong
cooperation and shared group
responsibility in all classroom
undertaking, thus eliminating
sources of potential problems.
Involving them in planning learning
tasks ensure active involvement and
participation rather than passive
attention as in routine activities.

20. b) Teacher who is sensitive to possible
misdirection of efforts and interactions
are fast to switch from one technique to
another as the need arises. There must be
clear understanding and the objectives of
the lesson and the strategies to be used.
Any misstep in procedures will then be
avoided. But if the continuous flow of
the activity is hampered by uncontrolled
action, then the ability of the teacher to
shift to an alternate activity will be
necessary.

21. c) Of prime importance are the teachers‟
personal attributes such as:
a. Patience
b. Compassion
c. Concern and caring attitudes
d. Respect and trust by others
A calm and composed reactions in the midst of
an untoward behavior can ensure an acceptable
solution for all. A compassionate teacher
understands and feels sympathetic towards
students‟ struggles and sufferings. A deep
concern for their welfare and growth are easily
appreciated.

22. d) The teachers‟ personalities are their surest
“arms” that can either win or fail amidst a
controllable learning situation.
A warm, respectable relations with students
though sincere and straightforward
communications can demonstrate trust and
credibility.
Unpretentious gestures and genuine modes of
receiving students explanations bring about
much-needed peace of mind.
Facial expression can be show all kinds of
emotionshappiness, satisfaction, anger, dislike.

23. Kinds words of
praise, greetings, encouragement, and
friendly conversations, about works
accomplished. Recognize and appreciate
their progress and improvement.
A caring attitude can be modeled and
student will feel confident, secure and
upright in return. They are truly
perceptive if you really care and want
help them.
Avoid showing unusual closeness of
favoritism, and biased treatment for
some, treat them all equally.

24. e) The teachers‟ learning style
will determine how the
students will respond, at time
receptive, sometimes
withdrawn. This point to the
way they move around during
the class activity, how they
give orders in the form of
requests and how the
procedures are clearly
explained.

25. Involving everyone on a planning
to the implementing of the lesson
results in well-coordinated
investigations and discussions of
finding, thus leaving no one in
drawing correct conclusions.
 The use of appropriate
assessment tools and evaluation
techniques will show a final
achievement of learning objectives

26. 3. Common Way of Establishing
Discipline/Classroom Control
Discipline occupies the center stage in all
learning activities. A classroom where
good discipline prevails is most conducive to
purposeful activities. On the other hand
improper behavior distracts attention and
disrupts procedures being undertaken.
Because of the important role that students
behavior play in achieving learning objectives
every school sets its own policies regarding
maintenance of appropriate discipline.

27. Some common practice in how to achieve
and maintain good discipline:
a) Discipline is the students responsibility.
b) Discipline is a teacher way of
establishing a desirable student-oriented
environment for learning.
c) Discipline is a coupled with effective
teaching strategies and techniques.
d) Discipline is achieve through the effects
of group dynamics on behavior.
e) Discipline in believed to be exclusive
responsibilities of teachers.

28. Classroom discipline taken as a
conglomeration of all kind of responses
and manners that are exhibited by a
great diversity of learners is never
entirely free from misdeeds, lapses or
minor offenses.
The kind of discipline achieved will
depend on the students‟
personalities, level of maturities and
interests, at the same time on the
pedagogical skills and managerial
ability of a teachers.

29. 4. Some Tips to Make You a Good
Disciplinarian
Be prepared to face a class with multibehavioral tendencies. Each individual acts in
a unique manner. Not one will react in the
same way as the other.
Know your students well – their
names, family, composition and socioeconomic status. In cases of
misbehavior, you will understand them and
easily and an appropriate assistance will

30. 4. Some Tips to Make You a Good
Disciplinarian
Show your sincere concern for the
welfare. Knowing that you care will
develop among them self-control and
self-discipline. As they grow they
will be more responsible for their
own behavior.
Commendable behavior is reciprocal.
Your winsome manners and positive
attitude will be watched and willingly
duplicated in return.

31. 4. Some Tips to Make You a Good
Disciplinarian
Be calm, poised and tactful in solving
discipline problems. Refrain from unkind
words and harsh punishments.
At all times be firm and consistent in
following classroom “do‟s” and “don'ts”.
Students will likely test your patience and
try how far they can go.
Be enthusiastic and the students will
match your enthusiasm instead of being
drawn to trouble.

32. 4. Some Tips to Make You a Good
Disciplinarian
Let out your good sense of humor.
Laugh with your students and
sometimes at yourself. It will reduce
tension from all.
Speak with a good voice volume, not
too loud to become noise nor too soft
to be heard.
Be humble in words and actions. It
could produce a maximizing affects.

33. 5. Common Ways of Dealing
with Discipline Problem
Acceptable and effective:
Use verbal reinforces that encourage good
behavior and discourage bad tendencies.
Use non verbal gestures, frown or a hard
look to dissuade them from mischiefs.
Dialogues could help in discovering
problems and agreeing on mutuality
beneficial solutions.
Award merits for good behavior and
demerits for inconsistencies and lapses.

34. Acceptable and effective:
Focus attention on one who is unruly and
is about to disturb the neighbors. Lead
him/her to a secluded area and nicely
convince him/her to be quiet.
A private one-on-one brief conference
could lead to a better understanding of
mistakes that need to be remedied and
improved.
Allow the students the freedom to express
agitated feelings and misgivings rather than
censure them right away.

35. Unacceptable and ineffective:
Scolding and harsh words as a
reprimand will have a negative effect on
the entire class.
Nagging and faultfinding, together
with long “sermons” are repugnant and
nasty.
Denying a student some privileges due
to unnecessary hyperactivity could all
the more encourage repetitions.
Use of ridicule or sarcasm could
humiliate and embarrass a for mentor.

36. Unacceptable and ineffective:
Keeping a student in a “detention area”
during or after classes as a penalty for
misbehavior is a waste of time and
occasion for learning. The shameful
experience is not easy to forget.
Assignment of additional
homework, compared to the rest could
make them dislike the subjects.
Grades for academic achievement
should not be affected due to
misdemeanor.

38. Routine is a regular
procedure or a
normal practice
that is to be
followed. It is a
schedule of
activities that is
mostly time-paced
and is attuned to
the lesson

39. Good Classroom
Management
1.Advantages

40. The advantages of sticking to a
routine are:
a) It helps in accomplishing
everything that is planned
b) It serve as a guide in
controlling behavior
c) The students feel secure since
they know every step in the
procedure
d) It builds a teacher’s confidence
in following a well-planned
procedure.

41. 2. Ways of
establishing routine

42. Routine could be
scheduled on a
weekly or monthly
instead of daily
basis. The practice
gives a leeway in
spending a little
more time for an
activity that the
students are so
eagerly pursuing.

43. Plan a routine for an
entire class rather
than for an individual
or a group. It is easy to
accomplish the
sequence of activity to
lessen possible
interruptions due to
differences in a group
pacing.

44. Plan a procedure for
the whole unit with a
corresponding time
allotment for each
topic. You may allow
flexibility in the time
to be . in-between.
Stick to the block of
time when the unit is
expected to be
completed.

45. You might find the class in
a situation when the
interest and concentration
is at its peak. Though
beyond the time limit, you
may continue for the sake
of additional learning and
experiences being
achieved. Cutting the
procedure abruptly could
cause disappointment and
wastage of momentum.

46. Give clear and direct
instructions to avoid guessing
on what to do next. Dillydallying wastes time and
effort.
Practice some signals that
would mean the class is about
to start and they must be
ready.
Model time consciousness. Let
them see that you are
following the planned routine.

47. Examples in routine in
connection with the lessons are:
Going on a fieldtrip
Inviting resource speaker
Viewing a film
Downloading information
Performing simple
investigations
Setting up a learning center
Forming groups for an activity

48. Other room routines:
Keeping tables and
chairs in order before
leaving
Returning borrowed
tools and materials
after use
Cleaning chalkboard to
be ready for the next
topic

49. Other room routines:
Transferring from one
room to another on
time
Order in waiting for
ones turn in borrowing
books
Cleaning stains or
drops after the lesson