Disciplining students requires a lot of thought, planning, and self-confidence. Young teachers have the greatest trouble with this aspect of class management. If you are someone who finds it difficult to establish your authority, strengthen your resolve by considering how the !.tudents will act if you have no control. Again, create a vision in your mind. Picture a teacher's nightmare. (Go ahead, let your imagi-nation go.) It's almost impossible to manage a large group of adoles-cents when you are reacting haphazardly.
Now, picture the steps you will take to establish and implement your rules. Actually imagine explaining the rules in detail. Think about creating a role play to demonstrate how a student loses points
r cheating. (We will discuss role plays in Chapter Eight.) Once your students realize that you will be consistent about following the class rules, they will be less likely to bring trouble on themselves again. But establish your policies early. The old adage rings true REWARDS when it comes to discipline: "A stitch in time saves nine..."
Although we emphasize that you must establish rules from the start.
there is no question that in your daily interactions, rewards are more effective than punishments. Good discipline is actually a careful bal-ance of "the carrot and the stick."
We'll begin with the carrots, the rewards. How can you reward good behavior? Any good response deserves your acknowledgement.
Teacher encouragement takes many forms: a smile, spoken praise, display of good work, a few comments on the student's paper, indi-vidual or group awards, free time to read (English) magazines or books, access to language games or fun activities, extra grade points, or arranging special events. Find out what the students appreciate and enjoy, and make them aware of your willingness to connect with these interests. By recognizing and rewarding good behavior, you provide motivation for the students to improve their social skills. Recognition of success also builds their self-esteem.
PUNISHMENTS And how do you discourage or punish misbehavior? There is no cookbook for handling discipline problems, but we can offer the advice of teachers who have dealt with the extremes, including
vio-lent gangs of students. Your own discipline policies should reflect your sensitivity to local norms and expectations.
When a student is disrupting the class, first try some attention moves. Use direct eye contact from where you are, or move closer to the student. You may need to pause in the middle of your sentence and look directly at him or her. You can also startle the student by using his or her name as you give an example or by calling on that student to answer a question. A direct comment, such as, "Omar, do you need help with something?" can sound like an offer to help. All else failing, give a specific verbal reprimand: "Please be quiet, Nadia."
Stronger responses are sometimes necessary. If a student continues to misbehave, write his or her name on the board and remind the
stu-dent that you will meet after class. Your stustu-dents can expect deten-tion or extra assignments if you find it necessary to put their names on the board for misbehavior. When a name goes up three times, require the student to bring a parent or guardian for a conference. It is helpful to keep a log of students' behavior.
Suspension is a punishment that some school systems use when all else fails. For example, Chris described how she had tried unsuccess-fully to deal with a rude, disruptive student. Finally, she asked him to leave her class, but he refused. Her response was to tell him that
she planned to count... "Oneone thousand, twotwo thousand
etc.," and that he would be suspended for as many days as the num-bers she counted. The student was shocked. Students who were sus-pended were responsible for keeping up with their studies at home, and they received "F" for any tests given during that time. Chris didnot back down, and her class troublemakers were soon discouraged or eliminated.
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PEACE CORPS MANUAL 41111.1.1011=111111In reviewing the many different ways that teachers handle discipline, we have identified three basic principles:
BE
FAIR.
Air
How will you respond to a student who is joking during class or to someone who has written the test answers on the sole of his foot for hisneighbor to copy?
BE identify the real limits, CLEAR. which often vary from It is essential teacher to teacher.
Don't be put on the to establish class rules
defensive. Students can from the beginning. Explain
verbally, highlighting key words, e very persuasive, but don't make the mistake of reinter-and use written reinforcement.
preting the rules to reflect Everyone should have access
your sympathy. If a student to a copy of their
is cheating give a failing Be sure that you measure
the punishment to reflect the crime.
contract.
mark for that test. He or she is responsible for the consequences, even if it means family ostracism.
(As Chris explained,
"That's the way it goes.")
'ANGER IS ONLY ONE LETTER SHORT OF DANGER'
As you think about discipline and all the factors that contribute to good management, remember to control your own patterns of behavior. Your reactions must be calm and predictable, witha bal-ance of positive responses to good behavior and firm responses when the students break the rules.
The key to good management is establishing respect and getting control. We cannot overemphasize this crucial point: well-managed classrooms require the firm guidance of a respected teacher.
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