How To Discipline A Child For Misbehaving At School?

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How To Discipline A Child For Misbehaving At School
10 healthy discipline strategies that work – The AAP recommends positive discipline strategies that effectively teach children to manage their behavior and keep them from harm while promoting healthy development. These include:

  1. Show and tell. Teach children right from wrong with calm words and actions. Model behaviors you would like to see in your children.
  2. Set limits. Have clear and consistent rules your children can follow. Be sure to explain these rules in age-appropriate terms they can understand.
  3. Give consequences. Calmly and firmly explain the consequences if they don’t behave. For example, tell her that if she does not pick up her toys, you will put them away for the rest of the day. Be prepared to follow through right away. Don’t give in by giving them back after a few minutes. But remember, never take away something your child truly needs, such as a meal.
  4. Hear them out. Listening is important. Let your child finish the story before helping solve the problem. Watch for times when misbehavior has a pattern, like if your child is feeling jealous. Talk with your child about this rather than just giving consequences.
  5. Give them your attention. The most powerful tool for effective discipline is attention—to reinforce good behaviors and discourage others. Remember, all children want their parent’s attention.
  6. Catch them being good. Children need to know when they do something bad-and when they do something good. Notice good behavior and point it out, praising success and good tries. Be specific (for example, “Wow, you did a good job putting that toy away!” ).
  7. Know when not to respond. As long as your child isn’t doing something dangerous and gets plenty of attention for good behavior, ignoring bad behavior can be an effective way of stopping it. Ignoring bad behavior can also teach children natural consequences of their actions. For example, if your child keeps dropping her cookies on purpose, she will soon have no more cookies left to eat. If she throws and breaks her toy, she will not be able to play with it. It will not be long before she learns not to drop her cookies and to play carefully with her toys.
  8. Be prepared for trouble, Plan ahead for situations when your child might have trouble behaving. Prepare them for upcoming activities and how you want them to behave.
  9. Redirect bad behavior. Sometimes children misbehave because they are bored or don’t know any better. Find something else for your child to do.
  10. Call a time-out, A time-out can be especially useful when a specific rule is broken. This discipline tool works best by warning children they will get a time out if they don’t stop, reminding them what they did wrong in as few words―and with as little emotion―as possible, and removing them from the situation for a pre-set length of time (1 minute per year of age is a good rule of thumb). With children who are at least 3 years old, you can try letting their children lead their own time-out instead of setting a timer. You can just say, “Go to time out and come back when you feel ready and in control.” This strategy, which can help the child learn and practice self-management skills, also works well for older children and teens.

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How do you punish for bad behavior at school?

​​The Problem: – How To Discipline A Child For Misbehaving At School ​ Parents frequently have questions about how they should discipline their children at home for misbehavior that occurs at school. They usually want to address school misbehaviors at home for two reasons:

To reduce future misbehavior at school To promote consistency in expectations for their child’s behavior at school and at home

Conversations at home about behavior at school can be difficult for children and parents. Children may dread talking to their parents after they already received a consequence for their behavior at school. Parents may struggle to find a way to explain to their child that what he or she did at school was not acceptable without ruining the whole family’s evening at home.

In most cases, teachers have discipline strategies in place for dealing with misbehavior. Discipline at school usually involves having a child lose recess for the day, doing an extra assignment or classroom chore, or staying after school for detention. Most teachers also routinely notify a child’s parents when a child breaks a school rule.

When they learn of their child’s misbehavior, parents at least want to talk to him or her about the issue and may even want to give a consequence like taking away a privilege at home. The intended outcome of using consequences both at school and at home is to help children learn this lesson: “When I break a rule at school, I’m also going to get punished when I get home.

  • Therefore, I don’t want to break rules at school.” But while this makes sense in theory, children can have a difficult time applying their experiences in one setting to change their behavior in a different setting.
  • So punishment and lectures at home for misbehavior that occurs at school often only create opportunities for negative communication between parents and children.

Furthermore, repeatedly taking away privileges at home for misbehavior at school may reduce a child’s motivation to follow any rules because he or she only ends up getting more negative consequences.
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What type of punishment is appropriate for a child?

How To Discipline A Child For Misbehaving At School Physical Punishment No.105; Updated March 2018 All children misbehave. Every parent faces the challenge of how to discipline his or her child. It can be frustrating when a child acts out or has significant behavior problems. Children need limits and rules.

  1. There are many ways to give children rules and help change their behavior.
  2. Examples include positive reinforcement, time-out, taking away of privileges, and physical punishment.
  3. Physical punishment, sometimes called corporal punishment, is anything done to cause pain or discomfort in response to your child’s behaviors.

Examples of physical punishment include:

spanking (one of the most common methods of physical punishment) slapping, pinching, or pulling hitting with an object, such as a paddle, belt, hairbrush, whip, or stick making someone eat soap, hot sauce, hot pepper, or other unpleasant substances

Parents who were physically punished as children are more likely to physically punish their own children. Physical punishment may influence behavior in the short-term. However, physical methods of discipline can result in the following consequences in your child:

bullying other children being aggressive behavioral problems fearing his or her parents poor self-esteem thinking that hitting is okay increased risk of depression, anxiety, and personality problems

In extreme situations, physical punishment can lead to more severe and abusive behavior towards children. Abuse can cause injury, loss of custody, arrest, jail-time, and in even the death of a child. Other Options for Managing Behavior There are many ways to encourage your child to have good behavior.

  • The most important place to start is to have a healthy, positive, and supportive relationship with your child.
  • Managing your child’s behavior works best when you let your child know in advance what you expect of him or her.
  • Clear limit setting provides children with a sense of safety, stability, predictability, and security.

Make sure you also praise your child’s good behavior. Praising a good behavior is called positive reinforcement and leads to more of that behavior. As a parent, it can be overwhelming to try and find an effective method of discipline. If you are using physical punishment, consider using other methods to promote good behavior in your child.
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Should you punish your child for getting in trouble at school?

Don’t Punish Your Child Twice – Try to leave discipline for acting out at school to school officials—don’t punish your child twice. In most cases, letting the school hold your child accountable is enough. But in chronic or severe acting-out situations, it is important to work with the school to understand exactly what is going on.
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What are the 3 types of discipline?

Identifying Types of Discipline It is helpful to divide the subject of classroom discipline into three types: Preventive, Supportive, and Corrective. Although you may find one category more suitable to your personal teaching style than another, circumstances will often call for alternate disciplinary approaches.

  1. When developing your own classroom management plan it is important, therefore, to carefully consider the appropriate role of each type.
  2. The Three Types: Preventive Discipline – measures taken to preempt misbehavior by keeping students engaged.
  3. Supportive Discipline – measures taken to assist students with self-control by helping them get back on task.
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Corrective Discipline – measures taken when students are not following classroom or school rules. To Do: Click on the radio buttons to select which type of discipline matches the actions on the left. Then click “Submit.” About the Three Types of Discipline Preventive Preventing misbehavior is obviously preferable to dealing with it after it has occurred.

Make your curriculum as worthwhile and enjoyable as possible. Remember that students crave fun, belonging, freedom, power, and dignity. Be pleasant and helpful. Involve and empower your students by asking them for input and help. Reach clear understandings with your students about appropriate class conduct. Discuss and practice behaviors to which you have jointly agreed. Continually emphasize good manners, self respect, and respect for others. Be a role model.

Supportive All students may become restive and subject to temptation at times. When signs of incipient misbehavior appear, bring supportive discipline into play. This facet of discipline assists students with self-control by helping them get back on task. Often only the student involved knows it has been used. The following tactics are suggested for supportive discipline.

Use signals directed to a student needing support. Learn to catch students’ eyes and use head shakes, frowns, and hand signals. Use physical proximity when signals are ineffective. Show interest in student work. Ask cheerful questions or make favorable comments. Sometimes provide a light challenge: “Can you complete five more before we stop?” Restructure difficult work by changing the activity or providing help. Give hints, clues, or suggestions to help students progress. Inject humor into lessons that have become tiring. Students appreciate it. Remove distractive objects such as toys, comics, notes, and the like. Return them later. Acknowledge good behavior in appropriate ways and at appropriate times. Use hints and suggestions as students begin to drift toward misbehavior. Show that you recognize students’ discomfort: ask for a few minutes more of focused work.

Corrective Even the best efforts in preventive and supportive discipline cannot eliminate all misbehavior. When students violate rules, you must deal with the misbehavior expeditiously. Corrective discipline should neither intimidate students nor prompt power struggles; but rather should proceed as follows:

Stop disruptive misbehavior. It is usually best not to ignore it. Talk with the offending student or invoke a consequence appropriate to the misbehavior in accordance with class rules. Remain calm and speak in a matter-of-fact manner. Follow through consistently on promised consequences. Redirect misbehavior in positive directions. If necessary, talk with students privately about misbehavior. Ask how you can help. Be ready to invoke an insubordination rule for students who refuse to stop misbehaving.

From C.M. Charles, Building Classroom Discipline, Sixth Edition. © 1999 Allyn & Bacon. Reprinted by permission. Use of this material without written permission from the publisher is prohibited.”
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What causes a child to have behavioral problems at school?

If your child mostly acts out in school, they could have an undiagnosed learning disorder. They might lash out or refuse to follow directions because they’re frustrated by schoolwork. Or they might be trying to hide their struggles by getting teachers to focus on their behavior instead.
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Why do kids misbehave in school?

Lesson 4 Why Children Misbehave – If parents understand why their children misbehave, they will be more likely to choose a discipline tool that will reduce misbehavior. If a pot is boiling over, clamping on a lid is not the best solution. To solve that problem, someone has to reduce or eliminate the heat under the pot. Your Misbehavior Children misbehave for a reason. Being a parent can sometimes seem like being a detective. Why did my child do that? What is he trying to accomplish? If the behavior is accidental or if the child did not know it was unacceptable, then the behavior is not really misbehavior.

Misbehavior involves deliberate disobedience to a reasonable limit. Assuming that they are neither sick nor physically exhausted, children misbehave for six reasons.1. They have been rewarded for their misbehavior 2. They have copied what their parents do 3. They are testing whether their parents will enforce rules 4.

They are asserting themselves and their independence 5. They are protecting themselves 6. They feel bad about themselves 1. They have been rewarded for their misbehavior Children may misbehave because they have been rewarded for the behavior. Every child needs to be noticed. Sometimes the only way children can get their busy parents’ attention is to disobey. If their parents give them attention for misbehaving then that misbehavior will increase.

Children who feel overlooked will misbehave to get any kind of parent attention, even if it means being yelled at, ridiculed, or even spanked. Punishment is a reward for attention starved children. Five-year-old Cindy, for example, frequently hits and pinches her baby brother. When she does, her mother becomes angry, picks Cindy up and places her in a kitchen chair for a time out.

Unfortunately, this exhausted parent has little time to spend with her daughter. She rarely plays with her, or reads to her, or takes time to sit and talk. Parents who accidentally reward their children’s misbehavior teach them there is a payoff for disobedience. 2. They have copied what their parents do Children sometimes misbehave by copying the actions of their parents. For example, an aggressive preschooler had a father who used frequent physical punishment. He would spank his son for everything from leaving a toy in the living room to refusing to move when ordered.

Rarely, if ever, did this young boy experience any tenderness and encouragement from his father. When he came to school, he simply copied his father’s response to conflict: If you do not like what someone is doing to you then hit him. By setting an example of violence, the father taught his son to hurt others.

Children are likely to become confused and angry if they are punished for copying something their parents have done to them. They need parents to show them what to do. Changing behavior to serve as a better example for children is an important discipline strategy. 3. They are testing whether their parents will enforce rules Sometimes misbehavior is a test of a parent’s commitment to enforcing rules. Children may disobey to test their parents’ reactions and probe the boundaries of their limits. How important is the limit for the parent? Will parents stand behind what they say? Children respect parents who provide reasonable but firm limits, backed by firm and fair responses. 4. They are asserting themselves and their independence Children may misbehave because they want to assert themselves and their growing independence. The toddler who is asked to go to bed loudly proclaims, NO! NO BED, DADDY! The tiny person stands with jaw jutted out, feet firmly planted on the floor as her giant of a father towers over her.

  • Her resistance is significant for two reasons.
  • First, this spirited child is telling the parent that she believes she is important.
  • By her actions she says, Daddy, I am somebody; I have ideas and values of my own.
  • This is what I want.
  • Second, the child’s statement implies that she feels secure in her relationship with her father.

She is not afraid to speak up. Sometimes the quiet, submissive child who never breaks the rules is more of a concern than the outgoing, spirited child. Passivity can be an inborn, temperamental trait, but some passive children may have lost the desire to stand up for themselves or may be too frightened of adult authority to do so.

  1. Unfortunately, some parents incorrectly believe that children who are submissive and obedient are good and those who are defiant and demanding are bad.
  2. Parents can set firm limits while admiring their children’s growing sense of self-confidence.
  3. When their children resist those limits parents should reconsider their expectations.

They may decide to stand firm. On the other hand, they may realize that a limit is no longer needed and should be changed or eliminated. 5. They are protecting themselves Children sometimes misbehave to protect themselves. Unless they are too frightened to act, children will defend themselves when they feel threatened. A preschooler hits a playmate who grabs his truck. An 8-year-old scuffles with a classmate who calls her stupid. 6. They feel bad about themselves Children sometimes misbehave because they feel bad about themselves. Children act consistently with what they think is true about themselves. They make self-fulfilling prophesies. So if they think they are stupid, they may not try to do well at school. Considering Misbehavior
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What causes a child to be disrespectful?

When Did My Child Turn into a Pill? – Disrespectful behavior—cursing, yelling, arguing, ignoring you, refusing requests, name-calling—is a kind of wakeup call to parents. It’s telling you that you need to be in control of the situation more and set better limits.

  1. This is a process that happens over time.
  2. Once you change how you respond to your kid’s disrespectful behavior, it doesn’t mean that their behavior is going to change right away.
  3. It takes time and you will need to stick with it.
  4. Before I tell you how to handle, let’s talk a little about what’s going on with them.
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If your kid has suddenly started talking back, rolling her eyes and copping an attitude, as annoying and difficult as it is to deal with, disrespectful behavior is actually a normal part of adolescence. In fact, if it shows up all of a sudden, it probably is just adolescence—your child’s way of pushing away from you and “individuating”, or working at separating from you and becoming their own person.

This is a painful thing to do—not that most adolescents would admit it! The truth is, it’s difficult to push away from your parents and move toward adulthood. Sometimes it’s easier for kids just to be rude and disrespectful—but of course, that’s not acceptable behavior! Disrespectful behavior often comes down to kids having poor problem-solving skills and a lack of knowledge about how to be more respectful as they pull away.

Often when kids separate from you they do it all wrong before they learn how to do it right. Finding one’s self is a lifelong process, and your job as a parent is to teach your child how to behave appropriately and to be respectful toward others as they grow up.

  • If your child has been disrespectful most of their life and it’s not just something that came on primarily in adolescence, then it’s much harder to handle.
  • A change needs to happen in how you manage their behavior, and change is always tough.
  • Even if you haven’t been good at setting limits or teaching your child to be respectful along the way, understand that you can decide to parent differently at any point in your life.

When my son was in high school, he asked to go to a concert and we said “no” because, among other things, he and his friends were planning to drive out of state for it and sleep in his car afterward. Our son was rude and disrespectful as he walked away from us and yelled “I hate you!” before slamming his bedroom door.

We took his car keys away because we didn’t want him to drive until we’d resolved the issue. We said, “When you’re calm, come downstairs and we’ll talk about it.” Later we sat down with him and explained that he didn’t have to like what we’d decided and that it was okay to be angry with us, but it was not okay to show that kind of behavior.

This was a painful incident for all of us, but we made sure not to get pulled into a power struggle with him over it. It’s inevitable that at times our kids are going to be angry at us, and that we’re going to set some limits that they don’t like. But that’s okay—that just means you’re doing your job as a parent.
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What can teachers do when a student misbehaves?

Mild non-verbal and verbal interventions – The following approaches outline a range of mild non-verbal and verbal responses. They aim to get students back on task with limited disruption and intervention. Mild non-verbal:

  • Ignore the behaviour. Sometimes intentionally ignoring minor misbehaviours such as body movement, hand waving, whispering and so on, is the best approach as it weakens the behaviour.
  • Use nonverbal signals. These can be used to communicate that a certain behaviour is not appropriate. Non-verbal signals include making eye contact, shaking a hand or finger, holding a hand up, or giving the ‘teacher look’.
  • Stand near the student/s. A physical presence near, or walking towards the student/s can help get them back on task.

Verbal:

  • Give I-messages. These messages prompt appropriate behaviour without giving a verbal command. For example, “When you tap on your desk it makes a lot of noise and I am concerned that it distracts others”.
  • Use positive phrasing. “When you do X (appropriate behaviour), then you can Y (a positive outcome). For example, “When you sit down, then it will be your turn to use the computer”.
  • Redirect Behaviour. The teacher describes the action to the student and suggests an acceptable alternative action. The student usually only has to be reminded of what he is supposed to be doing. For example, ‘Instead of reading that magazine, I would like you to do your writing for the next five minutes. You can read the magazine later.’
  • Ask ‘What should you be doing?’ Asking Glasser’s question can have a positive effect as it helps redirect the student back to positive behaviour.
  • Give verbal reprimands. Directly asking or telling the student to cease a certain behaviour and get back on task.
  • Look, pause. Stopping mid-way in a sentence, pausing or looking in the direction of the student is often enough to resolve the difficulty without interrupting the lesson.

Additionally:

  • Identify the cause of the misbehaviour. Isolate the cause of the misbehaviour and make changes or remove the cause.
  • Remind students about class rules. It is possible that a verbal reminder of the classroom rules and consequences will be all that is necessary to stop student misbehaviour. When students know that consequences of misbehaviour are in fact delivered, reminders of rules can help them get back on task because they do not want the consequences.
  • Give students choice. Giving choices allows some students to feel they have settled the problem without appearing to back down. The choices you provide should lead to the resolution of the problem.
  • Comment. This can involve naming the student, asking a question, requesting attention, sharing a joke or restating expectations.

Remember to:

  • Avoid power struggles. It is important that the authority figure in the classroom (the teacher) does not engage in power struggles with students. It is best to redirect a power-seeking student’s behaviour by offering some position of responsibility or decision making.
  • Address the behaviour, not the character of the student. The teacher has the power to build or destroy student self-concept and personal relationships. Good communication addresses the situation directly, letting the student decide whether their behaviour is consistent with what they expect of themselves.
  • Prevent escalation. Students who are displaying hostile or aggressive behaviour should be given time to ‘cool off’ before an attempt is made to resolve the situation.
  • Giving the student time to calm down, talking (and listening) with the student privately, and rationally discussing the problem behaviour enhances the possibility of a constructive resolution. Confrontation with an unwilling, hostile or aggressive student could lead to the escalation of an issue.

These proactive measures can be used to prevent misbehaviour from happening in the first place:

  • Provide support with routines – announce and post the daily/lesson schedule to give students a sense of security and direction.
  • Provide cues – signal to the students that it is time for a certain behaviour to be performed. For example, to stop work and pay attention to you, to prepare to leave at the end of a period.
  • Modify the classroom environment – the placement of desks, tables, supplies, teacher actions and actions of other students can contribute to off-task behaviour. Examine the behaviour and determine the factor that contributed to it and make appropriate modifications.
  • Communicate clearly and confidently – display a firm, confident, pleasant, interested and enthusiastic manner. Keep your voice controlled and modulated, and make sure explanations are clear.
  • Give effective directions:
    • limit directions to 2-3 at a time
    • gain the classroom’s full attention
    • issue directions step-by-step with clear signposting by a key words such as ‘first’
    • directions for more difficult tasks should be written on the whiteboard
    • check that students understand the directions
    • observe to check that students are carrying out the directions.

Plan thoroughly – a well-planned learning experience that is interesting and within the students’ range of achievement is associated with learning gains. The teacher can make learning more attractive by giving a coherent and smoothly-paced lesson presentation. Getting the lesson going, keeping it going with smooth transitions, avoiding abrupt changes that interfere with student activity, and postponing satiation are important in maintaining positive student behaviour associated with being on task.

  • Provide variety – teachers should vary the way they present their lessons from day to day. They may demonstrate, lead a group activity or discussion, or have students work quietly on their own. Routines can become ruts if there is not some variety to stimulate or ‘spice things up’.
  • Consider the physical environment – the classroom should be clean and pleasantly decorated with student creations, yet free from distracting stimuli. Consider if the space warm and inviting, the comfort levels of students, and how crowding, clutter, noise, excessive heat or cold may affect them. Consider the most suitable location for the teacher’s desk. Equipment needs to be secure and accessible.
  • Consider seating arrangement – the desks should be arranged so students can work as a whole class, in groups and individually, and allow the teacher to circulate freely and efficiently. Decide if students are required to sit in set seat allocations or whether seating arrangements will be vary according to activities. Some teachers may prefer to allow students to sit wherever they like.
  • Create walls that teach – as well as displays of student work, create walls that teach by displaying rules, procedures, timetables and whole-school expectations as well as prompts for students as they are working independently. For example, spelling tips, comprehension strategies, editing codes and so on.
  • Use lesson starters – as part of an effective routine, it is best for students to become engaged immediately after entering the classroom or at the beginning of a new lesson. Fun problems, a picture stimulus, music or interesting reflection topics can be put on the whiteboard to engage students and ‘hook’ them into the learning to come.
  • Plan lesson introductions – present an outline of what is to come in the lesson that includes a clearly stated learning intention, the learning experiences that student will engage in and criteria for completion of the lesson’s work. Make clear the consequences of not completing the lesson’s work/task.
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It’s vital to establish good relationships with the students. (Marzano, Marzano, & Picketing, 2003) found that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. To establish good relationships:

  • Be warm, natural, pleasant, approachable and tolerant.
  • Share yourself evenly amongst students.
  • Set limits and apply them consistently and fairly.
  • Show respect for students.
  • Communicate high expectations.
  • Respond to all students enthusiastically.
  • Show that you care.
  • Teach critical social skills.
  • Help students over hurdles – students who are experiencing difficulty with a specific task need help in overcoming that problem. This may consist of encouraging words, an offer to assist, making additional materials or equipment available. ‘Hurdle helping’ prevents the student from giving up on the task or becoming disruptive.
  • Alter lessons when necessary – students may lose interest in the lesson for a variety of reasons (Satiation). When this happens the lesson needs to be altered in some way – select a different type of activity. Altering the lesson early enables you to keep students’ attention focuses on the lesson and maintain order.
  • Spend more time observing and less time micromanaging – Linsin (2012) (Marzano, Marzano, & Picketing, 2003) asserts that most teachers talk too much, help too much, and are seen too much. He claims that micromanagement breeds needy, demanding, and dependent students who expect from the teacher what they can readily do for themselves. It is important to give ‘efficient help’ to the students. This type of help may also reduce the number of cases of the ‘dependency syndrome’ – students asking questions without actually needing help.
  • Use the 20-second rule – research shows teachers spend too much time working one-on-one with students – 20 seconds is recommended. Avoid doing the work for the learner by providing one suggestion and then moving on. Offer praise for successful small steps. Move on, but check back later for on-task behaviour.
  • Alert students to new learning – alert the students when you are about to present something new for them to learn. Present the new information in a clear-cut, efficient, high-impact way. Check for understanding before moving on.
  • Practice guided and independent practice of new learning – allow students to co-operatively or independently work on the lesson task/product.
  • Re-teach if necessary – if you find yourself buzzing around the room, re-teaching one student after another, bring the group back together and re-teach the missed concept to the whole group.
  • Identify student learning goals – explain to students where they are in terms of their learning and identify where they need to go next. Have students identify their own short term, achievable goals for their learning. Work with students to set short and long term learning goals based on syllabus standards. Support students to monitor their progress and achievement.
  • ‘Learn’, not ‘do’ – switch the focus from ‘doing’ to ‘learning’ in each lesson. Let students know what the learning focus for each lesson will be. Ask students to describe what they have learned each day/lesson. Signal to students when there is new learning for them.
  • Vary learning experiences – using a variety of activities helps keep students from becoming bored by the same lessons day after day. Consider authentic application through field trips, guest speakers, debates, writing activities, independent work, interviews and so on.
  • Focus on student needs – lesson topics should be relevant to the students if at all possible. Teaching strategies should be congruent with student learning styles. The teacher should help the students develop learning goals that are real, attainable and a source of pride. Activities should be fun for the students.
  • Establish group cohesiveness and responsibility – a teacher’s enthusiasm, level of concern for the students, and class involvement all can affect the level of class togetherness. Group rewards can be used.
  • Be flexible – no matter how long you have spent preparing a lesson, be prepared to ‘let it go’ if it is obviously not working. Try a new approach, a different angle, as long as whatever you do results in the learning intention for the lesson being achieved. Talk to older students, as they will likely be able to tell you what went wrong with the lesson. Under no circumstances should you continue to try to teach a lesson if the students are starting to disengage.
  • Conclude the lesson effectively – always allow time at the end of the lesson for students to reflect on their new learning and their progress towards individual learning and behaviour goals.
  • Remove distracting objects – when you see that distracting objects are keeping students from assigned tasks, simply collect the object and quietly inform the student that the object can be collected after class.
  • Provide encouragement for all students – encouraging words and guiding suggestions make all students feel they are being supported in their efforts.
  • Treat all students with dignity and respect – use a respectful tone and mannerisms when addressing students and misbehaviour. Listen carefully to what students have to say, speak politely to them, and treat everyone fairly. Never engage in discussion with a student while you or the student is angry. Allow some wait time so that you can both speak in a calm, matter-of-fact manner.
  • Canter, L. (no date). Assertive Discipline: More Than Names on the Board and Marbles in a Jar. Phi Delta Kappan, vol.71 no.1
  • Jones, F.H. (1987). Positive classroom discipline. New York: McGraw-Hill.
  • Jones, V. (1991). Experienced teachers assessment of classroom management skills presented in summer course. Journal of Instructional Psychology, 18.
  • Kounin, J. (1977). Discipline and group management in classrooms. Huntington, NY: R.E. Krieger
  • Linsin, M. (2012, July 28). How to Teach Routines. Retrieved May 1, 2014, from Smart Classroom Management.
  • Linson, M. (2013).5 Classroom Management Tips For Every Teacher. Retrieved May 1, 2014, from Smart Classroom Management.
  • Marzano, R.J., Marzano, J.S., & Picketing, D.J. (2003). Classroom management that works. Alexandria, VA: ASCD.
  • Marzano, R.J., Marzano, J.S., & Picketing, D.J. (2003). Classroom management that works. Alexandria, VA: ASCD.
  • Slavin, R.E. (2003). Educational psychology: Theory and practice (7th ed.). Boston: Allyn & Bacon.
  • Wilkinson, J., & Meiers, M. (2007). Managing student behaviour in the classroom. NSWIT Research Digest, 2007(2).

: Preventing misbehaviour
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What causes lack of discipline in children?

By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of
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What are signs of a disrespectful child?

Disrespect from children and teens can be shown in a variety of ways – the most common being backtalk, complaining, arguing, attitude, or just plain ignoring. These are all faulty tools that children and teens may use to express displeasure about a limit that was set, avoid a task they don’t want to do, or try to gain control in a situation where they feel powerless. How To Discipline A Child For Misbehaving At School
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Does writing lines as punishment work?

Description – Writing lines involves copying a sentence on to a piece of standard paper or a chalkboard as many times as the punishment-giver deems necessary. The actual sentence to be copied varies but usually bears some relation to the reason the lines are being given in the first place, e.g.
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What are the five basic rules of punishment?

This module is a resource for lecturers – What justifies punishment? What are the underlying rationales? This part of the Module examines the main purposes of criminal punishment. There are five main underlying justifications of criminal punishment considered briefly here: retribution; incapacitation; deterrence; rehabilitation and reparation.
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How do you punish negative behavior?

In negative punishment, you remove a pleasant stimulus to decrease a behavior. For example, when a child misbehaves, a parent can take away a favorite toy. In this case, a stimulus (the toy) is removed in order to decrease the behavior.
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