Personal System of Discipline

ED 404: Managing Classroom Environments

Final Assignment
Fall, 2013
Shayla Hosaka











Personal System of Discipline
Introduction
Is there only one right way to have discipline within your classroom? Classroom
management as discipline, classroom management as a system, or classroom
management as instruction are the three different models and strategies I will incorporate
into my own classroom. The following text presents my classroom discipline plan and
presents my philosophy and theory of discipline and specific strategies for desired
classroom behavior, rules of misbehavior, prevention of misbehavior, support of proper
behavior, intervention when misbehavior occurs, and communication with students. I
also explain how I communicate my discipline plan with my students and other and
describe my professional demeanor. I have used different theorists and their research-
based theories to formulate my own version of a classroom management plan.

Philosophy and Philosophical Considerations
My Philosophy of Discipline. Classroom discipline is defined as training in
self-control and in orderly social conduct brought about by desirable, effective classroom
management (Bossone, 1964.). Lack of classroom discipline results in a chaotic
classroom with misbehaving students. There is a tendency to have lower student
achievement, distracted students, and frustrated teachers in this type of classroom with
little or no (POOR) classroom discipline. On the other hand, a well-disciplined
classroom has motivated students, greater student achievement, less distracted students,
and a happier, more satisfied teacher. It is vital to have classroom discipline in order to

keep an organized and safe learning environment as well as produce well-mannered
students with proper personal, social, and ethical abilities.
My Theory of Discipline. My theory of discipline is that classroom management
should be used as discipline, as a system, and as instruction. All three should be
intertwined and there is a right time and place for it to be used in the classroom.
According to my classroom management Quiz, I scored the highest in Classroom
Management as Instruction which considers the following classroom models: Colorosos
Inner Discipline, Positive Behavior Support, Bodine and Crawfords Conflict Resolution
and Peer Mediation, and Gathercoalss Judicious Discipline. However, my scores were
not far apart and therefore I do believe that integrating all types of discipline plans
together may be most beneficial for me as a teacher. One of the theorists that I agree
with is Barbara Colorso. She believes in rule development but is more concerned with
helping students to become productive classroom citizens. I firmly believe in the her
Back-Bone Classroom in which the classroom provides a consistent structure that is
flexible and functional. Students are listened to and learn to respect themselves and
others (Hardin, 2012, p. 184). In this type of classroom, second chances are available
only because mistakes are opportunities in which students show learn and grow from.
Even though I have scored the highest with Classroom Management as
Instruction, I believe a lot of what comes from Classroom Management as a System.
Discipline with Dignity is important within any classroom. Students, teachers, staff must
all be treated with dignity. One of the strengths of discipline with dignity is that it
requires teachers to consider their values, their interactions, with students, their
contributions to discipline situations, and their methods (Hardin, 2012). Another

theorist that I believe in their practice is Carolyn Evertson. She provides successful key
management practices and strategies that I would like to incorporate into my own
classroom. I believe that this will help my overall instruction and management skills.
Building Community is another great thing in the classroom. Kohn stresses that the
ultimate goal of classroom management should be having students behave appropriately
because they know its the right thing to do and because they can understand how their
actions affect other people (Hardin, 2012, p. 152). This I feel is really important in my
classroom and I would want all my students to feel as if they belong to a community
within the classroom. Students should feel comfortable and be able to communicate with
the teacher as well as their classmates.
The category I scored the lowest in was Classroom Management as Discipline.
However, there are some forms of discipline in which I would still like to use within my
classroom. Fredric Jones theory seemed practical and effective. His discipline model is
Positive Classroom Management. I would probably use proximity control, negative
reinforcement, incentives, and good body language within my classroom. According to
Jones, using this will help maintain classroom control and learning can occur (Hardin,
2012, p. 77).
One thing I firmly believe in is that teachers and students share the responsibility
for managing classroom behavior. In my opinion, every student needs a learning
environment in which they feel safe, supported, and independent. I believe that conflict
resolution and peer mediation should be available for students. I do agree with Crawford,
Bodine, and Schrumpf that conflict isnt always a bad thing because instead it can be
viewed as a learning experience for students. Students must be able to collaborate with

one another with a learning environment in which it is free from violence and aggression.
I would like mediation to a certain extent to be apart of my classroom. I want students be
able to independently workout their own problems with the help of a mediator if needed
and to guide them. Students will learn how to problem solve and resolve their own
conflicts on their own. Certain types of conflicts may need to be dealt with an adult and
it also may depend on the age and maturity level of the students involved, and the time
and place appropriate for intervention (Hardin, 2012, p. 219).
My Professional Demeanor. As a future teacher, I will not only act and speak
the part but also dress the part. By this I mean, by how you behave, you convey to the
world a message of who you are and what you expect of life (Wong, 2009). Your
behavior defines who you are. Therefore, I plan to dress appropriately in semi-
professional attire. I would dress like this because I want to give the best first impression
that I could possibly give to my students. I want to look professional and be treated with
respect. Wongs statement always dress better than your students. If you do not care
about yourself, why should the students care about you? stuck with me because children
perceive their teachers as role models. They look up to them and notice everything about
them. They learn through what they see, hear, and do. You should always care about
yourself and how youre viewed because as a teacher, you always have eyes on you. This
is why it is so important to look, act, and speak as a teacher. Students have a tendency to
mimic their teachers and thats why you must also speak appropriately with proper
English and no swear words. As a teacher, you must also act the part. This means you
must act as a responsible adult role model. You must always make good decisions and
act mature.

Interaction with colleagues and administration will be done during breaks, before
and after school, and meetings. I may also interact with them through email, newsletters,
etc. Interaction with colleagues and administration is key to continued success in
teaching. Administration and staff can provide you with helpful feedback and ideas to
assist you in continued success. Keeping portfolios of your work such as lesson plans,
sample of student assignments, agendas from conferences attended, etc. can be shared
with staff and administration to inform them what you have been doing and for them to
provide feedback. Another thing to remember is to always congratulate your principal
and colleagues when they are successful. Educators must be able to support one another
as well as their students.

Specifics of My Discipline Plan
Desired Classroom Behavior. The desired classroom behavior expected of my
students is for them to have positive or high expectations of themselves. This means that
I want students to believe in themselves and reach for success. I will set high
expectations of my students. Students tend to learn as little or as much as their teachers
expect. Teachers who set and communicate high expectations to all their students obtain
greater academic performance from these students than teachers who set low
expectations. So just like requiring high expectations for academics, I will require high
expectations for appropriate classroom behavior. In doing so, students must have respect
for one another and the teacher, they must be able to take personal responsibility for
themselves and be self-directed, they must be motivated and keep a positive attitude or
open mind, and they must know what is right or wrong and how to make good decisions.

Students will learn these behaviors through direct instruction in which they will be told
and reminded of the kind of behavior that should be displayed in the classroom. They
will learn through example from me or other students. I believe in praising students
when they are behaving properly and doing what is right. We will have class discussions
of appropriate behavior and students will be involved in deciding what kind of classroom
behavior is appropriate. Ultimately they will learn through repeated practice of
displaying the desired classroom behavior that is expected of them.
I will use a classroom code of conduct. Rather than having classroom rules that
according to Linda Albert are adult driven, code of conduct provide a framework for
how everyone in the class will interact and treat each other, including the teacher. A
Cold of Conduct is essential because with a code of conduct, students are held
accountable for their behaviors at all times. A code of conduct allows students to feel
they have a voice in how the class will act (Hardin, 2012, p. 90).
Rules of Misbehavior. The rules I will use in my classroom are more of a code
of conduct in which they will follow. They will cooperate by working together, sharing,
and being kind to one another. They will be organized by being prepared, turning in
homework and assignments on time, they will negotiate by admitting your mistakes and
learning to give and take. They will discipline themselves by exhibiting self-control and
following directions. They will understand their feelings by expressing their feelings and
positive attitudes. They will communicate by listening, observing, and speaking softly.
They will tolerate others by respecting others differences, abilities, feelings, and needs
(Hardin, 2012, p. 91).

Prevention of Misbehavior. To prevent misbehavior from occurring, teachers
need to constantly remind students of the desired behavior of them. Teachers must be
assertive and clearly and firmly express their needs. Assertive teachers have positive
expectations of students, and this is reflected in their words and actions. Because they
say what they mean and mean what they say, students know the limits in the classroom
(Hardin, 2012, p. 45). If discipline is needed, the teacher is always consistent and fair.
Therefore, students respect their teacher and misbehavior is prevented. The Assertive
Discipline Plan is essential for beginning teachers. Canter stresses that planning is very
important in teaching. Having plans will let the students know what is expected from
them and that all students are treated fairly and consistently through the use of their
classroom Discipline Plan.
If this doesnt work for me as a new teacher, I will incorporate Positive Behavior
Support in my classroom. This is eliminating bad behavior and instead promoting
prosocial skills in which students can negotiate, share, solve conflicts, and show empathy.
In this type of prevention approach, time is spent on teaching students rules and
behaviors and how to act in the classroom and around campus. Prosocial skills are taught
and the use of the three-tiered approach is used. School interventions and individualized
behavior management programs are available. There is a different method for most types
of students and their type of behavior.
Support of Proper Behavior. The support of proper behavior should be
demonstrated in class for students to see and follow. Students must understand the
directions and so communicating clearly and confirming that students understand is key.

Praising students with proper behavior be reinforcing good behavior another way I would
like to support proper behavior in my classroom.
Intervention when Misbehavior Occurs. Intervention is required when
misbehavior occurs. I believe that in a Responsive Classroom approach to discipline, the
goal is to maintain the focus on learning while keeping the classroom safe for everyone.
I would respond with visual and verbal cues, increased teacher proximity, and logical
consequences. Depending on the misbehavior will depend on which strategy to use.
Visual and verbal cues such as saying a students name or looking briefly in a student eyes
will be used as a warning. Another way is to increase the proximity between the teacher
and the student. Having a teacher within close proximity can cause misbehavior to stop
without interrupting class instruction. Logical consequences is another strategy in which
it differs from punishment in which it is directly related to the misbehavior, realistic, and
respectful in which it is communicated kindly and focused on the misbehavior, not the
childs character or personality (Hardin, 2012, p.88).
Communication with students. Communication with students is essential in
every classroom. I will make sure I communicate with students in a kind, caring manner.
Communication will be done with the whole class and individually with students.
Providing questions and feedback to students will be done frequently. Learning about my
students is very important for student academic success and behavioral success in the
classroom and so frequent communication with students is definitely vital.




Communicating My Discipline Plan to Students and Others
I will communicate my discipline plan to students, parents, and administration. I
will inform every one of my ideas and how I will manage my class and discipline within
my classroom. I will present my plan in the beginning of the school year so that
everyone is informed of my methods of management and discipline.
Parents will be informed through a letter, newsletters, emails, parent teacher
conferences, open house, etc. They will be informed through a number of ways to make
sure they are all aware of my discipline plan. In the beginning of the school year would
also be the best time for them to asks questions or let me know their concerns about my
discipline plan. I believe it would be best to have a copy of their acknowledge of my
discipline plan so I would possibly send home a letter and have parents sign it.
Administration will be aware of my plan through email, letter, or meeting with
principal. I would most likely have more than one way of letting the administration know
of my plan so that they are aware and prepared for it.

Conclusion
Having a classroom discipline plan is key to success in your classroom. Without
one, there will be chaos and student learning will not occur. To make best use of the time
given within a school day, a teacher needs to have their own personal discipline plan that
works well for both the teacher and the students. A teacher needs to come in prepared,
organized, and ready to make the best out of every day and minute that they have with
their students. Once classroom discipline is set in stone and out of the way, classroom
instruction can go smoothly and learning may take place.


References

Bossone, Richard M. JSTOR. N.p., n.d. Web. 12 Dec. 2013.

"Communicating with Colleagues and Administrators." Communicating with Colleagues
and Administrators. N.p., n.d. Web. 12 Dec. 2013.

Hardin, Carlette Jackson. Effective Classroom Management: Models and Strategies for
Today's Classrooms. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall,
2012. Print.

Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an
Effective Teacher. Mountainview, CA: Harry K. Wong Publications, 2009. Print.