教学法论文

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My Opinion On Discipline In The Language Classroom



Discipline is a key component to effective classroom management. So, what’s discipline? Discipline does not mean a series of punishment meted out to badly-behaved student. Discipline here refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. It is important to realize that the code of conduct that determines the behavior of a class is as necessary for the teacher as it is for the students. It sounds obvious, but it is really difficult to give a satisfactory definition for an ideally disciplined classroom. The ultimate goal of discipline is to make effective learning possible, but the relationship between discipline and learning is not so straight forward as it appears. It seems fairly clear that in a disciplined classroom it is easier to activate students in the way the teacher wants, and that time will be probably spent on learning tasks, rather than wasted on organization or disruptive. behaviours.

As we all know, Classroom discipline refers to the strategies a teacher uses to manage student behaviors and attitudes during instructional time. A teacher who uses consistent discipline strategies exhibits more effective classroom management than an inconsistent teacher. Though teachers usually develop their own styles of discipline for their classrooms, most discipline strategies can be categorized into three main styles or approaches. According to this，We can divide the discipline into three parts: the first one is preventative discipline; the second is supportive discipline; the third is correct discipline. Teachers with effective classroom management strategies establish expectations, guidelines and rules for behavior during the first few days of class. Clearly explaining expectations is an essential component to preventative discipline. The goal of preventative discipline is to provide proactive interventions to potential disruptive behaviors by clearly explaining to students what behaviors are and are not appropriate. The most basic component to preventative discipline is a concise outline about classroom expectations for students as well as for teachers; students need to know what is expected of them for the remainder of the class. Such guidelines might include rules regarding talking, homework or language use in the classroom. A preventative discipline strategy also establishes the types of consequences that will follow a forbidden act or behavior. Preventative discipline strategies create a safe, nonconfrontational classroom atmosphere in which students feel that they understand what is to come Even the best laid preventative discipline strategies may fail periodically throughout the school year. When a teacher offers a verbal warning or a suggestion for correcting behavior while a student is disobeying an established classroom rule, the teacher is using supportive discipline. Supportive discipline is distinct from punishment in that it provides a student with suggestions and options for correcting a behavior before a consequence is necessary. For example, if a student is wandering around the class after a teacher has announced it is time to sit down, the teacher may say, "I made the announcement that it is time to sit down. Find your seat so we can get started or I will need to hold you after class." The student has been given the option to accept or avoid further punishment; the behavior has been


redirected through a teacher's supportive discipline strategy. Reminders, redirection and nonverbal communication are all examples of supportive discipline. The last one is corrective discipline. When a student has failed to redirect her behavior after repeated attempts at supportive discipline, a teacher may opt for a corrective discipline strategy. Corrective discipline refers to the set of consequences delivered to students following an infraction. There is a wide degree of variation among corrective discipline strategies, some more effective than others. For example, engaging in a verbal altercation with a student is a corrective discipline technique, but it may escalate a volatile situation and undermine your authority as a teacher and leader. Corrective discipline strategies should be adapted to the students' age or grade level; though placing students in a time out may be effective for kindergarten, high school students are much less likely to comply with such provisions. Consistent application of consequences is an essential component of corrective discipline strategies.

There are some practical hints for maintaining discipline in the classroom:1, start by being firm with students: you can relax later. 2, get silence before you start speaking to the class. 3, know and use the students’ name.4, prepare lessons thoroughly and structure them firmly. Teachers are faced with a number of behavioral issues that occur in their classrooms every day. Oftentimes, teachers are not fully prepared for these challenges and these disruptions affect the learning environment of all students. Implementing an effective discipline program in your class will eliminate interruptions and place the focus back on student learning. Here are some steps to follow to implement an effective discipline program in your classroom. And there are some situation to illustrate discipline：1，Develop a Code of Conduct. Describe the behavior you want to see from your students in four to five sentences. Keep your statements positive and as detailed as possible. Example: Students will work to the best of their ability and allow others to do so likewise,2，Teach the behaviors you want your students to demonstrate. If you want them to be respectful of one another, teach them how to do it in a formal lesson. Describe what it looks like and what it sounds like. Do this for every behaviour you want your students to demonstrate.3，Practice the skills often. Some students will need to practice the skills often before they are successful. Allow them the opportunity to practice your expectations as needed 4，Be consistent. Impress upon your students that these behaviors are to be demonstrated at all times in the classroom 5，Correct your students when they are not demonstrating the behavior. Refrain from punishing them for not meeting your expectations. Instead, correct them and have them repeat it the proper way. Example: A student enters the room in a disrespectful way during a transition. Remind the student of the expectation and have them leave the room and enter again while following the expectation correctly 6，Provide active supervision. Students will meet your expectations if they know you are guiding them and leading them along the way. 7，Recognize their efforts. When you see a student meeting the expectation, praise them verbally by describing how they are meeting your expectation. Example: "Mary is on task. Her eyes are on her paper and she is quiet."

In my opinion, Classroom discipline refers to the strategies a teacher uses to manage student behaviors and attitudes during instructional time. A teacher who uses

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