These were strategies I used or devised since 2000. The last part on 'Classroom Management Strategy' is used by my then DM, Mr Tony Fun in his classes.
Strategies for Discipline and Dealing with Pupils
Teaching is an exploration. There is no one standard formula that will work, it is a journey by itself for both the teachers and the pupils. It is a human engineering process.
Do you have the fear to step into the class?
Do you feel like finishing the lesson fast and leaving the class as quickly as possible?
Do you have the fear of looking straight up to the whole class?
Discipline is an exhaustive job, there is no doubt about it, but a minimum level of discipline ought to be maintained in the classroom in order for some learning to occur. But does it mean that learning will take place if there is discipline?
Discipline entails some level of fear but it should also contain ‘care and feel‘ for the pupils. They know you mean well.
1. Avoid power struggle. Do not engage in a power struggle in the class between the concerned pupil and yourself. It will only put you in a difficult spot and the exit for such situation is more often than not an ugly one.
2. Isolate the distracted/difficult pupil. When dealing with a difficult pupil it is better to converse one to one, hence it is a better practice to ask (pull) the pupil out of the class, this is will help to reduce embarrassment for both the teacher and the student and avoid a possible power struggle in front of the class.
3. Push-pull tactics. I also call this a push-pull factor; basically it is a ‘carrot and stick’ strategy. A teacher should as far as possible understand each and every pupil’s character (due to family background and past events affecting him) and recognize the general characteristics (learning ability, class cohesiveness, traits and habits) of the class. From this information, he will able to ‘push’ the class (the extent of punishment, the extent/level of humour! jokes to carry out and the amount of motivation/push the class can accept etc). On the other hand, he will be able to ‘pull’ the class (the extent of the punishment the pupils find it is acceptable and reasonable) and when to draw a line to prevent an unpleasant event from happening and thus avoid the possibility of straining teacher-pupil relationship.
Teacher may also establish the pull factor from within the students themselves - find out what intrinsically motivate students. This is the one of the way to motivate the students.
4. Appeal to reasoning and logic. Most pupils are able to distinguish between right and wrong but sometimes they deliberately choose a choice that annoys you, as such the teacher find it unacceptable. Appealing to their sense of reasoning and logic may help in this case. This maybe done before or after the event depending on whether concerned pupil has cooled’ down from the event. This is best done when conversing one to one as it is difficult to reason with a whole class because of sidetracking, detour and interference from other pupils.
5. Threats. Never bring up a threat that you cannot carry out. Statements such as ”l will suspend you from coming to school” or “l will bar you from taking the exam if .... Most teachers do not have such authority; hence, if the concerned pupil has committed a serious offence it is best to leave the decision to the DM/VP/P.
6. Hand over to higher authority. This should be used as a last resort after a teacher has exhausted all possible strategies/tactics/ideas to deal with a difficult pupil.
7. Get hold of the gang chief. This is a good tactic to use if you cornered by a group of pupils and you are aware who is the gang leader. Possible ways of dealing with such group is to first give a stern waming to the group, if they still persists, isolate the leader. At a later stage try to win him over or give him some kind responsibility to handle.
8. isolation. This is use to allow the pupil to cool off after a heated event. Minimum amount of probing.
9. Avoid prejudgment/prejudice. Regardless of how ‘badly’ a pupil has treated you, it is important to exercise impartiality and fairness. The least you want to have is accusation from pupils you are unfair or biased. Teacher should try to avoid passing judgement or labeling especially in front of the whole class.
10. Sensitivity to pupil’s feeling - labeling, name-calling, speech and intonation. This is common sense if you want to establish a good teacher-pupil relationship.
11. Reflective. It is always good to reflect after a heated event and analyse if the situation can be handled in a better way or what silly mistakes you have made. Learn from your own mistakes.
12. Use of authority / limitation. A teacher should exercise his authority when needed, however, he must be aware of his boundary. All teachers are also ‘discipline’ teachers; you are empowered to such rights so as to facilitate the learning in the class. Be firm and assertive when exercising such authority.
13.Teaching and disciplining goes hand in hand. The ability to manage the class will enable teaching to be carried out in a conducive manner enviroment. However, do note that having strict discipline and 'cooperative' students does not necessarily will mean learning will take place. At least there is no disruption in the class and lesson can continue.
14.Cannot please all. You cannot possibly please all the pupils, but you should try your best capture as many of them as possible during your lesson time. The question of investing enormous time in a few difficult pupils and spending the same of time invested on the willing pupils are best left to personal judgment.
15. Consistent follow-up actlons & assertively meant what you say. A teacher should always follow-up what he said. This is to make sure that the pupils got the message that “this teacher means business when he said it”. If you fail to follow up after an incident when you promise the pupil you will or you fail to mean what you said, you will lose creditability gradually or the pupils will know you are a toothless tiger or you are the 'bochap’ type. Over time, they will climb over your head and ignore whatever warnings you issue to them.
16. Infuse correct value. Whenever opportunity arises, instill the value of self-discipline to them.
17. Humour. A strict teacher can also be a humourous teacher. He should also exhibit his ‘soft’ side. Using humour at appropriate junction is sometimes the best strategy to establish rapport with pupils.
18. Influence through indirect channel. You may want to consider this strategy if you have good rapport with the good friends of the difficult pupil. But care should be taken when using this strategy because it may backfire.
19.Be fair, open-minded and impartial in dealing the pupils.
Additional tips
1. Sometimes, it is also good to obtain information from third party e.g. their classmates, good friends. Grapevine is important source for informal information, provided you are able to gain access to it.
2. The need to establish/develop one's style and apply it consistently. There is a need to review and refine it as you progress. E.g. Military style vs pastoral style vs the middle way vs (a lot of research and books are written on this area)
3. Care factor. Genuine care forthe pupil
4. Character building
Classroom Management Strategy by Mr Tony Fun
Mr. Fun’s good/bad behaviour column.
Additional marks awarded in test for good behaviour during lesson time and vice versa.
1. Do not start a lesson immediately or hastily when entering a class.
2. Allow time for the pupils to settle down and yourself for a breather.
3. Stand still, scan the class and look at them (individually if necessary). It is also a good time to take the breather. (if they choose to ignore, then prompt)
4. Ensure the class is in order - 100% of the pupils areready, tables and chair are arranged and free of litter. This is a good habit to establish and teacher should try to strive towards 100% before lesson starts.
5. 100% obedience during lesson time is not possible. Total silence and quietness is not possible. Allow some ‘tolerable’ noise and disturbance. Keep check on such disturbance and should it get too rowdy, stamp them.
6.‘ ‘Incentives-allow students of established / disciplined classes to do what they like if they are able to complete their assignments or pay attention in class. Practise Canter's Reward/Demerit system.
7. Be firm and assertive in administering discipline but maintain a sense of humour too.
8. Capture students' attention with your charisma, your lesson deliveiy, your rapport with them and your marketing skill.
9. Be firm initially when you first come into contact with the class, establish basic simple rules not more than five. Involve the students in setting rules that all agree to follow and rules that allow you to manage the class. As you get to know the class more, you can then loosen your grip. Push and Pull factors at play.