From Crisis To Tranquility: A Guide to Classroom: Management Organization and Discipline

By Sarah M. Robinson M.Ed

It is the hope that the information presented in the following chapters will be beneficial and current for all educators who choose to read it.
The author feels, that in today's society, with classroom shootings, teacher harassment and students in crisis that the material can be a very valuable tool for all educators and those choosing to become educators.

• Language: English
• Publisher: Xlibris US
• Release date: Jul 29, 2019
• ISBN: 9781796049091

Sarah M. Robinson M.Ed

Sarah has been in the field of education for the past twenty-three years, beginning her teaching career in a small Catholic High School, with the responsibility of teaching 4 different grade levels; 9-12. Following that experience she took a position as Pre-K Principal with a diverse student population. Once she completed her leadership position, Sarah went back into the classroom to continue her teaching career. Her educational career includes teaching at the elementary, middle school, and high school level and is currently a lead teacher for a toddler program. She brings to the writing of this manuscript the experience of working with students of various cultures, abilities, economic backgrounds and diverse home environments. Sarah has completed her Bachelor’s Degree in education and Master’s Degree in Curriculum/Educational leadership. Having worked with students in various academic settings and of different language backgrounds, she brings an updated and current perspective of education. In addition, she brings an enthusiasm for teaching in an environment that is conducive to classroom learning.

Book preview

COPYRIGHT © 2019 BY SARAH M. ROBINSON, M.ED.

LIBRARY OF CONGRESS CONTROL NUMBER:          2019910718

                  ISBN:                  HARDCOVER             978-1-7960-4911-4

                                              SOFTCOVER               978-1-7960-4910-7

                                              EBOOK                         978-1-7960-4909-1

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.

Certain stock imagery © Getty Images.

Rev. date: 07/29/2019

Xlibris

1-888-795-4274

www.Xlibris.com

800589

CONTENTS

Dedication

Forward

Chapter 1     Introduction

Chapter 2     Causes Of Discipline Problems

Chapter 3     Classroom Management And Organization

Chapter 4     Bullies And Troubled Kids

Chapter 5     Promoting Good Behavior Discipline Techniques

Chapter 6     Administration / Co - Workers

Chapter 7     Parents

Chapter 8     Possible Problems/Solutions

Chapter 9     Parent Involvement – Start Early

Chapter 10   Summary

Chapter 11   Useable Forms And Ideas

Chapter 12   A Workshop For Parent’s And Parental Involvement

References For Parents

Bibliography

DEDICATION

For my dearest and best friend in the world who inspired my writing and never gave up on me. Thank you, Glyn Money.

FORWARD

There have been numerous books published regarding the topic of school discipline, classroom organization and student behavior. All have much to contribute to successful techniques in the areas listed. We as authors hope that the ideas presented here will enable administrators, student and classroom teachers’ numerous methods and techniques of discipline, organization, understanding the uniqueness of the student as well as a view of student behavioral problems. A given method may work very well for one educator and be disastrous for another.

Why do we have classroom disruptions, including shootings at an alarming rate? One reason could very well be that students feel left out, picked on by other students or simply lost in the daily shuffle and have no means to express their feelings and deep-seated personal hurt.

This book is written and designed for the classroom teacher at any level, as the basic concepts of discipline, organization and student behavior do not necessarily differ from one grade level to another. They may, however, vary somewhat depending upon the age of the child.

It is the author’s intent not to reinvent the wheel, but rather to put down, in a somewhat organized way, the ideas that have been found to work with students over the years and in a wide range of classroom settings.

When the elements discussed in this text is properly maintained teaching becomes much less strenuous. Therefore, teachers do not leave the classroom at the end of the day feeling burnout as they have been able to spend the majority of their energy teaching and having students involved in the learning process. We all realize that when we enjoy and have fun doing something the time and effort that it takes to accomplish a task seems minimal.

This text then was developed as a result of working with teachers, administrators, and parents over a wide range of grade levels. It is intended to serve as a daily guide for those working in the educational setting and that can be effective to those who use it, whether they are a college student preparing for a career in teaching, a first year teacher or a master teacher.

The author bringa to the text methods of effective discipline and classroom management from the perspective of almost thirty years of educational background and the most current college philosophies.

I wish to express my sincere thanks to each educator who has helped in some way to contribute to this text and the opportunity to have a father-daughter partnership in the writing and editing of this manuscript.

It is my belief that the material contained within the pages that follow can be extremely beneficial to student teachers, teachers, administrators and parent volunteers. Another use for the material is that of developing educational workshops for both parents and teachers.

CHAPTER ONE

INTRODUCTION

Student behavior problems are as old as formal education and the classroom setting. Following a few practical guidelines and applying basic principles of classroom organization as well as good common-sense educators can effectively handle most discipline problems. These may include getting to know your students, knowing the facts relative to an infraction, being knowledgeable of the rules that apply and knowing the correct time to take action. Most of all a teacher must have a love relationship in dealing with students even though at times it may seem impossible or unrealistic. Most students react in a manner in which they are approached.

It is extremely important that teachers have a one - hundred percent commitment to what they say. Too often we say things before determining the outcome of what a statement can create. We must set the standards and live up to them ourselves. When this takes place, we can expect the student to follow the examples we have set for them.

All behavior, whether constructive or destructive, has an underlying cause and affect. Educators do not often have the time or background to engage in a detailed psychological background of each student. The teacher must fulfill a complex role of parent, helper, enforcer and referee. We must teach children alternate ways of getting what they want. Although this task seems monumental, it is not when achieved in a reasonable balance manner. It then produces a learning environment that is less stressful for the teacher and gives ownership to appropriate discipline to the student.

RESTRAINTS

In our social system people are unsure of the restraints under which they are expected to work. This is true for the educator as well as the student. Appropriate behavior patterns thus emerge through a testing pattern: teachers with administrators and students with the teacher in the classroom. Recognition is paramount and as teachers we can understand that process when we deal with our co-workers and school administrators.

This is also true with students as they interact with their peers, teachers, counselors and administrators. To find this balance is one of the most important aspects in developing good discipline.

Almost weekly, on the National News and talk shows there is a segment on schools and student behavior, bullying, shootings and all that is wrong with the educational system. All this attention does not solve the problem of what is wrong with schools and student attitude. The solution lies with the educator and parent.

FOUR IMPORTANT FACTORS

There are four important factors in good classroom discipline. The first is to have an understanding of why children cause discipline problems in the educational setting. We will look at this with the hope that it will provide insight to many of the discipline problems that are faced each day by the classroom teacher. The second factor is the physical environment of the classroom setting. A room that is decorated with creative and interesting ideas thought provoking bulletin boards well lighted and physically arranged can reduce greatly the number of problems that transpire. The third is learning to develop good classroom management skills. These skills when exercised on a consistent basis will provide an environment that will reduce many of the daily problems of discipline. Lastly, but equally as important, is the instructional factor. Varying teaching methods, getting students involved in planning and creating ownership in the learning process can be the single most important process for continued and effective classroom discipline.

In this book we will look at these questions and hopefully try to develop answers that will be instrumental in providing help to an organized, well-disciplined classroom that the teacher, as well as the student, can enjoy on a daily basis.

WHAT IS GOOD DISCIPLINE

What is good discipline? How can we effectively work with and gain the support of the school administration in the discipline process? What is effective classroom management and how do we achieve this goal? What role do other teachers’ in the school environment play in individual classroom discipline? How can we achieve a school wide plan to reduce the effort needed on the part of each individual in having effective discipline? What role does the student play in classroom discipline and organization? Are parents important in the discipline process and how do we enlist their support and partnership? How important is a list of rules in the classroom? Do they help or hinder the learning and effective discipline process? Why is consistency so important? Are students responsible for their actions or are they a product of their environment? What about the underachiever and the over achiever? How important is it that the teacher be the role model for the student? How do teaching techniques affect classroom behavior?

Although the questions are many, numerous times the solutions are easier than one wishes to realize and can be accomplished through the use of patience, love, understanding, and consistency in the way we react as the adult role model for our students.

How can we react with parents, co-workers and administrators in achieving the goals of effective classroom discipline? We will take a look at some basic behavioral problems and possible solutions that may be helpful to the classroom teacher on a daily basis.

It is basic good discipline to be able to motivate the student, provide ownership for every student just within their classroom, not just the leaders, be consistent and be aware of the discipline strategies that are bound to fail.

The Student

When reading the material provided keep in mind the following:

• A student is not an interruption of your work, but the purpose of it.

• A student is not a cold statistic - she/he is flesh and blood, a human being with feelings and emotions like your own.

• A student is not someone to argue or match wits with.

• A student is deserving of the most courteous and attentive treatment you can give.

• A student needs and seeks understanding from the classroom teacher, fellow students and the world around them.

• Each student’s ability will be different from his or her classmates and the rate of productivity may vary from one student to another.

• A student’s culture, family background, and educational interest may well differ from the classmate that is setting next to them.

• A student is the most important part of your business - not an outsider.

• A student needs to know that we as educators are human beings with feelings, needs, and goals.

• A student may come from a home environment that is in constant turmoil or one that does not allow for the proper form of communication, thus they may not release their frustrations and tensions in a satisfactory manner. The school may be the only safe zone for this student.

SUMMARY

Education can be a rewarding and exciting profession when the teacher can walk into the classroom each day and impart the knowledge that they have worked so hard and long to obtain and when students are motivated and responsive to the learning process. Discipline is the key to this goal.

CHAPTER TWO

CAUSES OF DISCIPLINE PROBLEMS

Basic Characteristics

Some knowledge of basic characteristics of students will be helpful when looking at the causes or reasons for students that create discipline problems in the classroom or another educational setting; i.e. field trips, the playground and in school assemblies.

In general the following characteristics are often present.

1. The student is insecure and will need to improve their self-esteem.

2. The student is unhappy with the classroom setting. He/she may be educationally unchallenged or over challenged by the material being presented or demands made. They may find themselves placed in a situation where they must deal with an individual that they do no understand or a strong personality conflict.

3. The student may have a short attention span and will need exercises to increase that attention span. A modification in the teaching techniques used by the instructor may be helpful.

4. The student is quick to anger