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Discipline Essay, Research Paper

Discipline is more than keeping a group of children or young people quiet while being talked to. Preserving good

behavior is certainly one aspect to discipline, for learning it in an atmosphere of confusion is difficult. Children have

to learn to conform to the rules of behavior needed in a classroom. Teachers have the right to ask for a quiet class,

keep the students in their seats, and have the right to discipline them if they do not cooperate. When a teacher

expresses his or her thoughts, feelings, and beliefs in direct, honest, and appropriate ways that do not violate the

right of others, and when the message does not humiliate, degrade, or dominate the one being talked to, he or she is

using Assertive Discipline. In order for a teacher to maintain control of his or her class they must use Assertive

Discipline.

In order for a teacher to have his or her needs met, they can influence the behavior of the children. Without influence

a teacher is “powerless” and will become “burned out.” (Canter, 2) There is no simple answer to why this happens.

A number of complex factors have combined to create an environment in which teachers are having trouble in

getting personal and professional needs met. Until the past decade, the teacher was looked at as the main person in

the classroom by students and parents. The teacher, simply because of their role status, had respect and authority.

Thus, the teacher was a “powerful” figure in the eyes of the students and could easily influence the student’s

behavior, often with just a look, smile, or a threat.(Canter,3)

All of that is now changed. Today, a teacher has to earn the respect of both the students and their parents. A

teacher’s basic techniques of influence, or discipline, is no longer as effective as getting the desired results. The

discipline approaches of the 1950’s and 1960’s do not work with the students of the 1990’s. In addition, the teacher

cannot rely on the strong support of the parents anymore. Many parents are openly questioning, the education that

their children are receiving, and do not feel they want to support the needs of their child’s teachers.

Teachers cannot get their needs met in a classroom unless they have an effective method of discipline in which they

thoroughly understand and comfortable utilize. An assertive teacher is: “One who clearly and firmly communicates

his or her wants and needs to his or her students, and is prepared to reinforce their words with appropriate actions.”

(Canter,9) When a teacher is assertive, and clearly and firmly communicates their wants and feelings to a child, they

send a clear message. This message simply states: “I mean what I say and say what I mean.”(Collins, 155)

Lee Canter, a child guidance specialist, has found that while most teachers make lesson plans as a routine matter,

very few make discipline plans. Planning is essential to teaching well. Lesson planning is second nature to teachers.

Lesson plans are part of a professional routine, and are done almost automatically when the need arises. However,

planning for discipline is an entirely different story. The vast majority of teachers have learned or have been exposed

to the steps involved in planning discipline programs, especially those to be used specifically with disruptive

students. Because of teachers’ frustrations, all we often hear is their complaining about how difficult the students

really are.

Such complaining may help to relieve the strain of dealing with difficult students, but it in no way helps to solve the

problem. Planning your discipline efforts, and utilizing assertive principles, are as essential to teaching as a lesson

plan. (Charles,128) Discipline planning will structure and guide classroom management efforts the same as lesson

planning for academic efforts. Discipline plans are important and helpful to all teachers. Charles, urges to make

discipline plans according to the following steps: 1) Identify any existing or potential discipline problems. 2) Specify

the behaviors you want the students to eliminate or engage in. 3) Decide on negative and positive consequences

appropriate to the student and situation. 4) Decide how to execute the negative and positive consequences.(Charles,

129)

Discipline planning is the systematic applications of the assertive principles the teacher exhibits. It involves focusing

your attention on any existing or potential discipline problems you may have. These discipline problems may

involve an individual student, or a group of students, or an entire class.

Having good discipline enables the teacher to deal assertively with their students. He or she will know how to

maximize their potential influence to get their needs met, with more difficult situations it may be useful for the

teacher to engage in problem-solving and discipline planning with peers, school psychologist, principle or anyone

who may be familiar with the students or have successfully managed similar problems.(Canter,22) One final area

needed for discipline planning are special activities. Special activities are those activities the students do not

consistently engage in, for example, field trips or assemblies. A day or so before such an activity, the teacher must

have some basic discipline planning. Once again, the teacher must determine the behavior wanted and not wanted,

the limit – setting and positive consequences, and how the program will be started.

The assertive teacher recognizes the

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