Model of Discipline
A discipline plan is crucial to ensure all the students in the classroom have the appropriate learning environment. It ensures that the behavior and interaction among the students is done in an orderly, respectful, and well-behaved manner. In this case, the plan will not target only on the children that do not behave accordingly; in fact, this plan will aim to support and acknowledge good behavior and the promoting or fostering such behavior in the student community (Simonsen et al., 2008). The core targets of this discipline model include the promotion of integrity, compassion, courage, responsibility, and respect as well. I will focus on acknowledging good behavior. In this case, the students are commended on good behavior and making gains in this respect as well. The acknowledgements will especially focus on kindness, dependability, hard work, and compliance with requests.
This model will also use reprimands. These will be delivered in private, and it will be accompanied with a concise explanation regarding the rules the student has broken and what will happen if he or she continues to behave badly, such as the involvement of the parents. Consistency is crucial in implementing this discipline model. Although this is easily done, the crucial foundation for the success of this model is for the students to understand that there are no exceptions to behaving well within the rules set for the classroom (Oliver & Reschly, 2007). At the same time, the model ensures that warnings delivered have to be followed through strictly, if the intended changes are not achieved. Such warnings become useless if they are not followed through.
Communicating the Rules and the Consequences to the Students and the Parents
Communication is essential to run an effective classroom management plan. It is crucial to ensure communication with the students is accompanied by communication with the parents or guardians. This helps to create continuity and a consistency in the instructions the student receives regarding behavior and interaction with other children within and without the classroom.
Communication to the students will be done through interaction, using positive presence, modeling the expected behavior, and sending positive messages. The communication will be done on different levels both in an overt and subtle manner. The core aim here is to surround the students with behavioral instructions that will help shape their behavior. For example, I will greet the students at the door on a personal level. For example, I will greet them by their names and make positive comments or observations (Cangelosi, 2013). This will set a positive tone. I will ensure the students are focused before the lesson or instructions regarding their behaviors. Talking over students will be avoided; this will encourage an orderly approach to communication and interaction. Intervention for the misbehaving children is designed to be calm, quiet, and inconspicuous. The communication process will be humanized to ensure that the children can connect the effect of their behavior or choices. For example, the description of a student’s behavior during such communication allows the student to understand their mistakes. The effect of their behavior will also be related to the rest of the classroom (O’donnell et al., 1995). At the same time, the student has to understand the disappointment such behavior generates in the teacher.
The communication will be primarily verbal. However, from time-to- time, it will be accompanied with visual aids such as charts containing diagrams and pictures to enhance the understanding of the students.
Communication to the parents will be done verbally at the school premises, through the phone, or through a letter sent home. This is aimed to ensure the parent/guardian is informed of the progress of the child in the classroom as well as their behavioral dynamics.
Classroom Rules and Consequences
The students in the classroom are expected to (Burden, 2016):
- Listen carefully to the teacher when teaching or providing instructions. They are also encouraged to listen to their colleagues during an interactive session.
- Follow instructions as given by the teacher within and without the classroom.
- Respect others including their fellow students in the classroom. In this case, they are expected to be kid with their actions and words as well.
- Respect the personal and school property.
- Work diligently and play safely for both themselves and their playmates.
The possible consequences include the following (Ryan, Kuusinen & Bedoya-Skoog, 2015):
- The students can receive a verbal reprimand or warning.
- The students’ parents can be notified of their behavior and conduct in the classroom and school environment.
- The teacher can also issue misconduct tickets to encourage the students to change their behaviors.
- A teacher-student conference will afford the teacher and student the time to communicate effectively on the issues surrounding the behavior of the student.
Therefore, the teacher will encourage he students to work together with the teacher to create an effective, safe, and respectful environment for every child to learn, play, and enjoy their stay in class and school as a whole.
Strategies to Prevent Student Misconduct
Verbally, aspects such as vocal tone, vocal stress, and vocal inflection will be used to communicate different aspects of the students’ behavior. For example, the tone used to acknowledge good behavior from a student is not the same used reprimanding a student that has broken the rules. Therefore, verbal communication or strategies have to be done in a manner that expresses the exact emotions to allow the students to learn and understand the stands established by the teacher. Additionally, verbal communication can be enhanced using verbal cues when interacting with students (Gordon, 2016). Visual aids allow students to connect and resonate with the core issues or subjects being addressed.
The non-verbal strategies that will be used include facial expressions, eye contact, body language, and gestures. These approaches to communication allow the teacher to express emotion and react to crucial aspects of the child’s behavior. In this case, the nonverbal communication can be used to express approval or displeasure at the conduct of the student. Additionally, I will focus on understanding and respecting personal space (Gordon, 2016). This is because it can be an effective at communicating intentionally or unintentionally.
School Emergency Procedures
The emergency procedures will focus on prevention and having a plan in place to react in the event of an emergency. Regular training of the children will be crucial. Such drills will instill discipline into the children regarding how to react to emergencies like a fire. For example, the children will be urged to remain calm and seek the emergency exits. They are asked to keep away from fires or accident places. They are supposed to proceed to the fire zone area, which are spots within the school that are safe for the children.
References
Burden, P., 2016. Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.
Cangelosi, J.S., 2013. Classroom management strategies: Gaining and maintaining students’ cooperation. John Wiley & Sons.
Gordon, S.P., 2016. Expanding our horizons: Alternative approaches to practitioner research. Journal of Practitioner Research, 1(1), p.2.
O’donnell, J., Hawkins, J.D., Catalano, R.F., Abbott, R.D. and Day, L.E., 1995. Preventing school failure, drug use, and delinquency among low-income children: long-term intervention in elementary schools. American Journal of Orthopsychiatry, 65(1), p.87.
Oliver, R.M. and Reschly, D.J., 2007. Effective Classroom Management: Teacher Preparation and Professional Development. TQ Connection Issue Paper. National comprehensive center for teacher quality.
Ryan, A.M., Kuusinen, C.M. and Bedoya-Skoog, A., 2015. Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, pp.147-156.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. and Sugai, G., 2008. Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), pp.351-380.
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