Mr. Pascuzzi: Philosophy of Student Discipline
For the Sake of Classroom Management!!
Philosophy of Student Discipline
Student Discipline begins when students enter the classroom. I believe that it is essential to prevent discipline problems in the classroom by engaging the students from the moment they enter the classroom. If you, the teacher, recognize students by greeting them at the door, they know your attention is on them. This may alert them that you are aware of what they are doing or simply may grab their attention away from causing a disruption.
Once students are in the classroom assigned seating and a list of rules which are posted in the classroom and discussed help students with knowing where they ought to be in the classroom and what is expected of them.
The Contract
A student/caretaker/teacher contract, with classroom rules stated in it, can be an effective device in minimizing problems with student behavior. Students can read and sign the contract and take it home to a parent or guardian to sign. In this, rules are reinforced for the student and a caretaker is aware of what is expected of their child. Of course, the teacher also signs the contract.
Redirection
When an undesired behavior develops in the classroom, I believe one of the most effective techniques is something I used to call diversion. I like that term because it uses a sort of slight of hand at least perhaps in the eyes of the student. Instead of drawing attention to undesired behavior, I divert them towards a desired task. Simply try to distract the student(s) from inappropriate behavior with a new activity or by asking them what they think about something or a question relating to the lesson. This practice is simply REDIRECTION for the rest of the world.
Warning
A warning system I have used is just saying the name of student(s) out loud and perhaps in mid-sentence which will get their attention. Chances are the student knows why they are being called out. It may also help to use the phrase, “(Student’s name), let’s make the right choice.” It is a way to remind the child that it is in their power to decide to not act inappropriately in school.
The Role spelled R, O, L, E
Often students become so caught up in an undesired task or even in firmly defending their "fib" of not doing anything wrong, they have lost sight of their own role in the disruptive process. Especially in a one-on-one opportunity to talk with a student that has been off-task or disruptive to other students, I find it effective to force a student to face the choice they made that could have been different a given scenario where they were distracting other students, straying away from assignments, or even bullying.
