Effective Discipline in the Classroon

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Effective Discipline in the Classroom
Danielle Savage
Classroom Management
November 7, 2013

As a student in my last year of the education program here at Bethany College, I have realized one the most important parts of teaching your students is being able to have effective discipline in the classroom. In order to complete this and remember the process easier I did some research and found the 5 C’s of effective discipline. According to Ben Martin PSY. D., the 5 C’s of effective discipline are clarity, consistency, caring, communication and create. (Martin, 2011). I believe that this concept fits in very well with what I have learned through classroom management and the different concept I have reviewed.

The first “C” out of the 5 C’s is clarity, clarity in my opinion also refers to classroom and school environment. As a teacher, you must have a clear and concise set of rules and procedures. Harry Wong suggests no more than five rules for all grades, that way they are simple and easy to remember. (Wong, 2010[DVD]) Make sure all your expectations for your students are clear and they know exactly what you want from them. Along with the general classroom rules you can also have a set of rules for the hallways and other areas in the school. “Every student has the right to a learning environment that is free from disruption.” (Canter, 1989) Help your students has a learning environment free of disruption by setting a clear procedure of what students should be doing during working time. A classroom and school environment should be a positive and safe environment. Sometimes the only place some kids feel safe and get any type of positivity is at school. Classroom and school environment can cover a broad range of subjects but it always comes down to the clarity of everything you tell your students.

The second “C” of the 5 C’s is consistency, consistency and assertive discipline; I believe go hand in hand. Be consistent with positive consequences, and negative consequences. “As a general rule, a teacher shouldn’t administer a disciplinary consequence to a student until the teacher has reinforced at least two students for the appropriate behavior. Effective teachers are always positive first.” (Canter, 1989) Being consistent with rewarding good behavior is important when trying to have effective discipline. By rewarding the good behavior you are showing every student the examples of what their behavior should be like, while at the same time boosting the kids who are acting the correct ways, confidence. An important thing to remember is try to praise every student at least once a day. “A key to Assertive Discipline is catching students being good: recognizing and supporting them when they behave appropriately and letting them know you like it, day in and day out.” (Canter, 1989) According to Canter, student teachers that are trained in Assertive Discipline are more effective in classroom management, and being in an effective classroom. (Canter, 1989)

The third “C” of the 5 C’s is caring, caring about the well-being of your students. Giving them positive reinforcement is a major way of showing you care about your students. One method of positive reinforcement is just showing your students that you care about them. A touch on the shoulder of a student, who gets no affection at home, could mean the world to them. Asking about their day and just holding a conversation with one of your students could be a form of positive reinforcement. “There are two broad categories of motivation—intrinsic and extrinsic…. Intrinsic motivation is a response to needs that exist within the student….Extrinsic motivation is from the outside of the learner, rewards that are tangible.” (Burden, 2009) Using both intrinsic and extrinsic forms of motivation will help your students with some behavior issues. “Research shows that student behavior improves when teachers use positive reinforcement effectively and that the...
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