Discipline in the classroom

What is my philosophy of discipline?

Teachers need to understand and recognize the impact of relationships on our ability to teach and learn, and how those relationships impact the need for good discipline. People are naturally social, and good relationships foster trust and therefore learning. Each student comes to the classroom with some sort of family background, circumstances that affect their learning either positively or negatively, and daily distractions that pull their attention from our instruction. It is important to remember as teachers that these issues and distractions are natural; we need to do our best to win their attention through good instruction and a positive atmosphere, and understand that sometimes, despite our best efforts, their circumstances can be extreme. Our overall efforts as teachers to be good at what we do, and as people to be the best role model we can, will have a dramatic impact on our students and their growth as individuals.

In order to achieve a highly functioning learning atmosphere, my classrooms are organized and my instructions are clear and consistent. These factors set up the best atmosphere for a positive learning environment. When a student has difficulty maintaining good focus toward directions, I maintain the highest expectations to bring that student back to the task at hand. When their circumstances are so severe that they cannot maintain the focus I require, I direct the student to remove themselves from the group temporarily until they are able to participate fully. In most cases, students move their bodies to the side of the classroom and sit quietly until they regain self-control, and when they are able to do so, they request permission to re- join the classroom activities. It is imperative that this process be implemented with an understanding and patient heart, recognizing that while my expectations will not change, the student may not always have the self-control or emotional strength to meet the challenges, particularly if they are going through some tough circumstances. I also make a point to approach students outside of my classroom, ask them how they are doing, and build a trusting relationship so that high expectations and excellence in learning can happen efficiently when a full classroom of students is present.