Discipline And Management: Different Yet Related

July 22, 2013
Discipline and Management: Different Yet Related
EDU 450 Classroom Engagements and Management
Grand Canyon University

In order for teachers to be effective in the classroom they need to be knowledgeable in core subjects and the method of teaching, as well as able to manage their classroom. Managing is a procedure and is necessary for a learning environment to be present. When procedures are explained and practiced by students and periodically reinforced by practicing again, classroom management is enhanced (Marshall, 2005). Teachers must also be able to manage and redirect the students when they misbehave. When a child misbehaves an effective teacher will already have a list of disciplines in place to help improve
their behavior. Teachers are the manager of the classroom.
They are there to educate the children and provide management of the class. Management is a person that is competent, able to handle a situation, and redirect a situation into a positive. The teacher sets the management procedures. Two students are heard arguing over who is going to be the line leader, the teacher must go into manage mood instantly. To manage this situation, the teacher calmed each student down, shared the expectations of them, as well as placing them both towards the back of the line. The teacher expressed to the two students that when they corrected their behavior, the following day one can be the line leader going to lunch and the other coming from lunch. This way both are disciplined for their actions, told what is expected of them, and are given a chance to become line leaders. Behavior is the manner in which a student reacts to a certain action or situation. Behavior can be influenced by emotions, attitudes, and situations. A student who has been up all night hearing their parents fighting and unable to get sleep will likely come to school the next day with their emotions running high. The teacher may notice the student falling asleep, getting an attitude when redirected or combative with the students or teacher. Behavior can also be positive. That same student may come the next day, on his birthday, full of energy, happy, and with a positive
outlook. Actions that are unacceptable and inappropriate by a student are considered misbehavior.
The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations (Sun & Shek, 2012). A student enters into the cafeteria and notices that they are having green peas for the third time this week for lunch. Tired of the green peas the student decides to throw them across the cafeteria, starting a food fight. This would be considered misbehavior and warrants discipline action to be taken. Discipline is a process the teacher puts the students through to practice self-control, good behavior, and improvement of their character. They shape a positive learning society in which the students are actively engaged in individual learning process and classroom management (Jeloudar & Md Yunus, 2011). The teacher witnesses a student starting a food fight and now has to find an appropriate discipline for the student. It is the students first offense, the severity of the offense causes the teacher to skip the lower level discipline, which is a warning, and gives the student silent
lunch. Discipline and management both set expectations and must be present to have success. Both guide students towards doing the right thing and prevent misbehavior. Both are applied differently in the classroom. Management is a routine the teacher set for the classroom. This routine should be established early to prevent misbehaviors. Discipline is a set of rules put in place for students to follow. Discipline consists of different levels of consequences, which range from minor to major, for those who break the rules and are used when redirection fails. It teaches students responsibility, by making them responsible for their actions. When it comes to behavior and misbehavior they seem to be led by emotions, outside influences, attitudes, and situations. They can be a cry for attention, positive or negative. Though similar in some ways they too have differences. Behavior is a goal that all teachers want their students to accomplish. Misbehavior is an improper action that affects others, a cry for help, and an indication that a student may be frustrated. Management, discipline, behavior, and misbehavior are needed for a teacher to have success in the classroom. Without these things the learning environment will be strained. Teachers at the beginning of the year should demonstrate what each one looks like to provide clarification.

References
Jeloudar, S., & Md Yunus, A. (2011). Exploring the Relationship between Teachers ' Social Intelligence and Classroom Discipline Strategies. International Journal Of Psychological Studies, 3(2), 149-155. doi:10.5539/ijps.v3n2p149
Marshall, M. (2005). Discipline without Stress[TM], Punishments, or Rewards. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 79(1), 51
Sun, R., & Shek, D. (2012). Classroom Misbehavior in the Eyes of Students: A Qualitative Study. Scientific World Journal