Discipline, according Merriam-Webster Dictionary, means, “Training that corrects molds or perfects the mental faculties.” For students to accept discipline in a positive manner, the training or classroom discipline must be delivered in a positive, direct manner. To be positive, classroom management techniques should guide, encourage, and reward the student with feelings of satisfaction.
What Good Behavior Looks Like in a Positive Classroom
Often students are told to behave, yet are not told exactly what that means. Before they can behave, they need to know what good behavior should look like.
It’s important and necessary use teaching strategies that model behavior such as sharing, raising a hand to speak, lining up, and walking between classes. Even simple tasks should be modeled and practiced so students know what to do and how to do it.
Use Positive Language and Be Specific
Positive discipline includes positive language. The teacher sets the tone of the classroom, and by focusing on specific, clear, instruction, with a positive overtone, the students will respond accordingly.
Rather than telling a student who is drawing instead of reading that she is not doing what she is supposed to do, tell the student, “It’s time to put the pencil away and open your book.” Another way is to tell the student, “It’s reading time now. Please put the pencil down and read.”
Additional reinforcement could be to tell her, “I want you to tell the class three details you found on page 181.” Giving the student a specific question and an expectation of her answering it will help her focus.
Five Guiding Principles
Keeping the following five principles in mind will help develop positive discipline in the classroom.
- Students want to do the right thing. Students do not want to be in trouble, or be embarrassed in front of their peers. Rather, they want recognition for a job well done, as most people do. A teacher can build on this desire by having faith in the students and setting positive expectations.
- Be specific when giving directions and when giving praise. Instead of saying “Don’t litter,” say “Please put all your snack trash in the garbage can.” The compliment “Good job,” is vague. A more effective form of praise is to say, “I appreciate how you picked up the trash you saw blowing on the playground.”
- Direct your focus on one student at a time. Pull the student aside for guidance in a one to one situation, in a place where other students will not overhear. This prevents embarrassment and helps the student to respond to the guidance in an honest manner.
- Don't talk too much. Young students have a short attention span, and can’t remember long lists of instructions or comments. Keep instructions down to one or two steps. Have the students repeat the instructions to be sure they know what to do.
- Give the students time to respond. This is especially true when working with English language learners, who may need additional time to process what you have said, and to develop their response. Wait for an answer when asking a question, and give them at least 20 seconds to reply. Don’t interrupt, but rather, follow up with questions that encourage critical thinking and reasoning.
Using these five guidelines allows students to maintain dignity, and makes them willing to please the teacher. Part of a teacher’s job is to guide a student, developing good thinking skills and social skills. Positive classroom discipline techniques help produce positive, happy students.
Further reading: Five Strategies for Effective Classroom Management
Suzanne Pitner - Suzanne Pitner is a teacher and published writer. A member of RWA and YARWA, she writes fiction as Suzanne Lilly.
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