Classroom Management Discipline
Classroom Management & Discipline
Emily Rickertsen
EIS 450G: Classroom Management
Dr. Georg Gunzenhauser
Fall 2014
Classroom Management Related to Discipline
Teacher-Student Relationship Student-teacher relationship is a vital role in managing a classroom and discipline. As a teacher, being able to connect with students is a key to academic instructional success; students are more likely to show respect to a teacher if that teacher has a connection with the students. Every teacher is bound to encounter a time when discipline must be used in some way. How is this discipline going to affect the student-teacher relationship? Jong, Mainhard, Tartwijk, Veldman, Verloop, & Wubbels (2013) explored how student-teachers personality, self-efficacy, and discipline strategies affected the teacher-student relationship. A surprising finding showed that female student-teachers use of aggressive punishment on students was far less effective to influence student’s behavior and even diminished the teacher’s influence on the classroom(Jong et al., 2013). The researchers round that student teachers were “perceived to convey more affiliation in their best class than in their worst” (Jong et al., 2013). This is understandable considering the teacher’s motivation to teach classrooms that they favored, and were more genuine or enthusiastic with those students, and lacked those qualities in classes they deemed their “least favorite” (Jong et al., 2013). The study found no relationship between teachers’ self-efficacy and student-teacher relationship, identifying that this could be due to self-efficacy not being related to a teacher’s competency but rather their perception of their competency (Jong et al., 2013). It is interesting that a student-teacher’s gender has an affect on how discipline is interpreted by students. This is a very important study to take into consideration as a future school counselor. Understanding that students could perceive discipline
Emily Rickertsen
EIS 450G: Classroom Management
Dr. Georg Gunzenhauser
Fall 2014
Classroom Management Related to Discipline
Teacher-Student Relationship Student-teacher relationship is a vital role in managing a classroom and discipline. As a teacher, being able to connect with students is a key to academic instructional success; students are more likely to show respect to a teacher if that teacher has a connection with the students. Every teacher is bound to encounter a time when discipline must be used in some way. How is this discipline going to affect the student-teacher relationship? Jong, Mainhard, Tartwijk, Veldman, Verloop, & Wubbels (2013) explored how student-teachers personality, self-efficacy, and discipline strategies affected the teacher-student relationship. A surprising finding showed that female student-teachers use of aggressive punishment on students was far less effective to influence student’s behavior and even diminished the teacher’s influence on the classroom(Jong et al., 2013). The researchers round that student teachers were “perceived to convey more affiliation in their best class than in their worst” (Jong et al., 2013). This is understandable considering the teacher’s motivation to teach classrooms that they favored, and were more genuine or enthusiastic with those students, and lacked those qualities in classes they deemed their “least favorite” (Jong et al., 2013). The study found no relationship between teachers’ self-efficacy and student-teacher relationship, identifying that this could be due to self-efficacy not being related to a teacher’s competency but rather their perception of their competency (Jong et al., 2013). It is interesting that a student-teacher’s gender has an affect on how discipline is interpreted by students. This is a very important study to take into consideration as a future school counselor. Understanding that students could perceive discipline
References: Davis, F. (2014). Discipline with dignity: Oakland classrooms try healing instead of punishment. Reclaiming Children and Youth. 23(1). 38-41. Eggleton, T. (2001). Discipline in the Schools. Guides – Non-Classroom. Retrieved from: https://westernonline.wiu.edu/d2l/le/content/59154/topics/files/download/890 787/DirectFileTopicDownload Emmer, E. T. & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement. 51, 755-765. Gartrell, D. (2000). Beyond discipline to guidance: A primer on the guidance alternative. Opinion Papers. Retrieved from: https://westernonline.wiu.edu/d2l/le/content/59154/topics/files/download/890 785/DirectFileTopicDownload Glass, C. S., (2014). Perception of misbehavior: Understanding the process of labeling and the role of cultural capital in the disciplinary process. Urban Rev. 46, 372-394). doi: 10.1007/s/11256-031-0268-z Jong, R., Mainhard, T., Tartwijk, J., Veldman, I., Verloop N., & Wubbels, T. (2014). How pre- service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship. British Journal of Educational Psychology 84, 294-310. Lennon, S. (2009). Maintaining discipline: Conceptualizations toward the understanding and controlling of classroom behavior. Valdosta State University, Dewar College of Education, Valdosta, GA. Logan, J. G. (2003). Classroom management: Techniques, policieies, procedures, and programs to ensure that discipline “rules” in your classroom. Guides – Non- Classroom. Retrieved from: https://westernonline.wiu.edu/d2l/le/content/59154/topics/files/download/890 780/DirectFileTopicDownload Mathews, S., McIntosh, K., Frank, J. L., & May, S. L. (2014). Critical feathers predicting sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions. 16(3), 168-178. Pane, D. M., Rocco, T. S., Miller, L. D., & Salmon, A. K. (2014). How teachers use power in the classroom to avoid or support exclusionary school discipline practices. Urban Education. 49(3), 297-328. doi:10.1177/00420859