CLASSROOM DISCIPLINE

JAYNIE M. TARUC

7he current notion oI discipline considers it as an issue oI transition Irom a state oI great dependence on the learner to a learning environment in Zhich the learner Eears responsi Eilit\ Ior acTuiring and maintaining his knoZledge. 2ne aspect oI the teacher s role under this concept oI discipline is to help children practice selI control and to develop standards oI individual values and activities that Zill Ee carried out regardless oI Zhether the teacher parent or someone else in authorit\ is present or not. :hen it comes to discipline teachers must keep in mind that the\ are constantl\ Iacing tZo t\pes oI Eehavior issues. )irst thing is the issue oI Zhat to do to deal Zith the present circumstance. 7his is the one that the teacher usuall\ emphasi]es the most. 7he other issue is one oI the long term Eehavior patterns that the teacher is attempting to instill in the learner. earners must also Ee assisted in organi]ing long term needs and goals as Zell as visuali]ing the Eehaviors that are likel\ to help him reach these goals. 7he modern concept oI discipline is Eoth regulative and educative Zith the teacher s emphasis oriented to the Iormation oI positive attitudes and haEits oI conduct rather than regulations oI control negative in nature. 7he Iundamental role oI classroom discipline is to develop and maintain classroom settings conducive to successIul teaching and learning or to inculcate a desire to assist in the estaElishment and maintenance oI appropriate Zorking conditions.

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7he author is 7eacher , at 6an /uis &entral 6chool 6an /uis 'istrict