Learning From Your Mistakes and Building Classroom Discipline
College courses for potential educators may provide just about enough knowledge to equip one for a teaching career. This knowledge acquired, however, does not match what students experience in the classroom, especially for fresh-out-of-college educators. Classroom dynamics and school systems come into play, and there is a lot of learning and unlearning in between.
Teaching and running a classroom are two very different tasks, both of which complement each other and contribute greatly to the overall academic performance of the class. New educators may feel well-prepared for the challenges that come with the job, and they may even come with their preformed doctrines and opinions of how a classroom ought to run. Just like life, not all things go as planned. Educators make mistakes, get overwhelmed by the harsh realities, and learn from these situations.
Oftentimes the goal of any educator is to academically nurture their students to become the best they possibly can be. Classroom discipline plays a significant role in achieving this. Not much can be done without this aspect. With a range of discipline models to choose from, it boils down to personal values. These models are only as good as those implementing them
Models provide a guide to how a classroom should be managed. The model selected should be objective and inclusive. It is important for educators to learn themselves, their students, and also from other educators in order to understand their position as well as to establish the best possible discipline model.
Interaction between the teacher and the students gives more insight into what works better for the classroom. It also makes students feel more included, creates room for conversation, and establishes trust. Students are more disciplined in an environment where they feel heard and seen as opposed to an authoritarian classroom dynamic.
Educators who have been at it for a while may be of great help to new teachers, providing guidance and discipline strategies that may have previously worked for them. It also helps to do a little research into various approaches to classroom discipline and their possible outcomes.
Running a classroom also entails keeping records of indicators of a lack of discipline such as; not paying attention, low-level disruptions, as well as aggression, determining the root cause of these incidences, and identifying ways to deal with the situations in the most nurturing way. The strategies employed to deal with classroom indiscipline should be well thought out and the impact examined. These strategies could take the form of
- Positive punishment, which may include counseling and extra assignments
- Negative punishment such as taking away the student’s privileges such as recess
- Negative reinforcements oftentimes involve taking away the cause of distraction, for example, the student’s phone.
Educating and running a classroom is a tasking and delicate affair which involves a lot of learning, patience, and commitment. The rewards, however, make the work all worth it.