CLASSROOM DISCIPLINE

JAY LYN M. BAUTISTA

Classroom Discipline is indispensable to an effective learning situation. It has been said that implementing good classroom discipline is one of the qualities of a good teacher but psychological studies have revealed that poor discipline is one of the causes of failure in teaching.

There is no best method of dealing with discipline in the classroom. Every classroom teacher has his/ her own way for classroom discipline because each and every student, classroom, setting, etc., are different. Despite the differences in methods, disciplining children in the classroom has to begin on Day one. Classroom discipline does not mean unquestioning obedience to the rules; rather it is more about helping students reach a level of self-discipline.

Ideal discipline in a class is seen and shown in the way the pupils behave during class recitation; and when the teacher is not around supervising and directing. Since all behavior has causes, teachers must be alert to find the reasons, incentives, rewards or motivation forces behind any type of behavior seen inside or outside the classrooms. They must be resourceful and tactful in conducting their class recitation to arouse and catch pupils’interest and attention in the lessons for the day. Otherwise, some students will only make unnecessary noise and other undesirable behaviors or do other things which will make them less focus on the lessons being taught.

This view of classroom discipline should not overwhelm teachers by the complexity of the task nor trouble the community on the ability of teachers to instill classroom discipline. Undeniably, teachers can instantaneously or over time develop the skills that can transform their classrooms into fantastic learning environments.

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The author is Teacher I at Palat Elementary School