School Discipline

Classroom Management Strategies for Teachers

1. How to establish control from the first days

• The classroom should be attractive and well-organized.
• The class rules list should be visible on a display board. Review this list with the students.
• Each student's name should be placed on their desk and coat hook.
• Be “over‑prepared” on the first day; ensure there is plenty to do.
• The first school day should feel like a real school day, including simple homework.
• Sharpen pencils in advance.
• Write the day's schedule on the board.
• Indicate that homework will be reviewed the following day.

2. Opening remarks to establish your authority

• Use short, concise, and clear sentences.
• Use non‑verbal communication.
• Walk around the classroom; avoid teaching from behind your desk.
• Speak softly; avoid raising your voice.

3. The first morning

• Establish order as students enter the classroom.
• Write your name on the board and read it aloud.
• Begin immediately with written work.
• Set a tone of work immediately.

4. How to gain respect in the classroom

• Speak in short, clear sentences emphasizing verbs.
• Teach standing, with your head held high.
• Move around the classroom.
• Sometimes speak from the back of the room.
• Occasionally sit at an absent student's desk.
• Use your eyes as well as your voice.
• Shift your gaze from face to face.
• Use the “Leaning Tower of Pisa” technique.
• Avoid crossing your arms when reprimanding.
• Be fair and consistent.
• Maintain an organized classroom.

5. How to establish group discipline when moving between rooms

• Have students tidy up their desks.
• Invite boys to line up first, then girls.
• Avoid rushing or chaos.

6. How to foster cooperation

• Create a sense of group importance.
• Establish mutual respect.
• Be fair but firm.
• Show students that you care for them.
• Use constant encouragement.
• Set up a responsibility system.
• Set goals and assess progress regularly.

7. How to give clear instructions

• Ensure you have everyone's attention before speaking.
• Require empty desks during explanations.
• Speak clearly and use simple vocabulary.
• Write page numbers on the board.
• Explain the lesson’s goal and show the finished product.
• Give instructions step by step.
• Ask students to repeat the instructions.
• Invite questions before starting the assignment.

8. How to express anger without sarcasm

• Describe what you see.
• Describe how you feel.
• Describe what needs to be done.
• Avoid attacking the person.

9. How to be consistent

• Ensure the student understands the consequence of their actions.
• Give choices so the student takes responsibility.
• Use consequences such as isolation, loss of privileges, detention, or parent contact.

10. How to establish rules

• Rules should be specific and concrete.
• Use suggestion, question, “I” message, or requirement.
• Involve the class in rule‑making.
• Praise students who follow the rules.

11. How to praise

• Describe instead of evaluating.
• Focus on the event, not the personality.
• Describe your feelings without judging character.

12. Six needs of the undisciplined child

1. The child must feel an adult is in charge.
2. The child must feel boundaries are maintained.
3. The adult must teach separation of emotions and actions.
4. The adult must model self‑control.
5. The child must be reminded how to handle frustration.
6. The child must be praised for self‑control.

13. How to develop a group discipline program

• Set formal rules.
• Use a +/– evaluation system.
• Praise the class when rules are followed.
• Offer daily group rewards for positive behavior.

14. Corrective methods for specific problems

The student who constantly talks

• Keep a free seat near your desk.
• Ask questions to maintain attention.
• Establish eye contact.
• Offer choices of consequences.
• Use non‑verbal communication.

The provocative student

• Ignore the first incident if possible.
• Isolate the child after the second incident.
• Record the incident in your discipline log.
• Firmly insist the behavior stops.
• Later, investigate the cause.

The student who cheats

• Encourage self‑competition.
• Focus on behavior, not the child.
• Speak privately; avoid humiliation.

The child who refuses to work

• Praise the child when they work well.
• Avoid confrontations.
• Help them experience success.
• Avoid favoritism.
• Accept small improvements.

The hyperactive child

• Have a well‑structured class, with rules posted and consistent procedures.
• Minimize distractions. Seat the child at the front of the room, away from windows.
• Use non‑verbal language and visual cues simultaneously.
  Example: “Work quietly.” (Finger on lips.)
  Example: “Take out your math book.” (Show the book.)
• Slip a brightly colored construction paper under the child’s sheet to help them focus.
• Establish a quiet corner for calming down.
• Offer choices whenever possible.
  Example: “Do you want to do this or that?”

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