Discipline and Management: Different Yet Essay

Excerpt from Essay :



Relying too much upon discipline create resentment in the mind and heart of the child because it is punitive, blatantly telling the child he or she is wrong (however lovingly) and does not solicit input from the child. It is also highly individualized in nature, which can make the child feel (rightly or wrongly) that he or she is being singled out and treated unfairly by an authority figure.

Management

Group management is what a teacher uses to avoid the need for discipline. It tries to set rules and mutually-agreed upon procedures to minimize the need to use the 'hickory stick' of punishment against "inappropriate behaviors" amongst the student body (Donovan 2002). "The goal of group management practices is to create a child-friendly environment so the children almost can't help but behave" (Donovan 2002). While this might seem idealistic, very simple and time-tested techniques can reinforce the managerial process. For example, the teacher can discuss as a group the question: 'if everyone turns in their homework on time for the entire week, what would be an appropriate reward?' Suggestions might include no homework on Friday, or a class pizza party.

As part of classroom management, the teacher can discuss why harassment and teasing in the classroom is bad on the first day of school, to encourage the students as a group to frown upon this behavior. Students can create lists of what to do when harassment occurs, and how to prevent it. This encourages the students to see themselves as collectively united against an inappropriate behavior. These examples show how "group management is what you do so Johnny WON'T mess up" (Donovan 2002).

Because group management activities solicit input from students, they encourage collective thinking and idea-generation. They also do not solicit the type of feelings of resentment against the teacher that can arise with individual discipline. Group management should be a part of daily classroom behavior and take place "prior to EVERY activity," in some form, to minimize the need for punitive discipline and encourage a sense of mission in the learning environment (Donovan 2002). Group management makes students active participant in their learning.

Conclusion

Classroom management is more difficult, to some degree, because it requires a sensitive understanding of group dynamics and effective communication techniques. It is "enhanced when procedures are explained to beforehand students" and teachers must take responsibility for making the procedures and reasons for dialogue and group functioning clear to the students (Marshall 2003). However, the rewards of classroom management is that students feel a strong sense of personal investment in what goes on in the classroom, including the setting and enforcement of the rules that are required for the learning process to take place and because group management enhances the learning process in an active and critical fashion for students.

References

Donovan, Joan. (2002). Classroom vs. group management. Iowa State. Retrieved September

24, 2010 at http://www.extension.iastate.edu/4h/clover/Documents/303DisciplineVsGroupMgt.pdf

Marshall, Marvin. (2003, February). Curriculum, instruction: Classroom management and discipline. Teachers.net Gazette. Retrieved September 24, 2010 at http://teachers.net/gazette/FEB03/marshall.html

Sources Used in Document:

References

Donovan, Joan. (2002). Classroom vs. group management. Iowa State. Retrieved September

24, 2010 at http://www.extension.iastate.edu/4h/clover/Documents/303DisciplineVsGroupMgt.pdf

Marshall, Marvin. (2003, February). Curriculum, instruction: Classroom management and discipline. Teachers.net Gazette. Retrieved September 24, 2010 at http://teachers.net/gazette/FEB03/marshall.html

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