Discipline and management: Different yet related concepts in classrooms

Discipline and Management: Different Yet Related

Discipline vs. management: Classroom management

The words 'classroom discipline' calls to mind the familiar, old poem "School Days" which reads: "Readin' and 'ritin' and 'rithmetic; Taught to the tune of the hickory stick." These words reflect the commonly-held notion that discipline is about rule-based enforcement, without negotiation between teachers and students. In contrast, the processes of classroom or group management are about motivating individuals and making them want to do what the teacher wants them to do. Discipline is directive, while management is participative, even if the teacher or leader has the final say in how the classroom environment will be governed. "Leaders with good group management practices don't have to discipline children as often because the entire program is set up with the child's success in mind" (Donovan 2002). Some discipline is necessary, even in the best-run classroom, but discipline should be a secondary, rather than a primary tool of the learning process.

Discipline

Say the word 'discipline' and the first word-picture that springs to mind is that of a teacher with her arms crossed with the proverbial hickory stick in hand, with one student sitting in the corner wearing a dunce cap on his head. In contrast, the word 'management' calls to mind a word-picture of a meeting between supervisors and subordinates, all of whom are discussing the same issue in a productive and mutual fashion.

"Discipline is what you do to correct a situation where a child [exhibits] inappropriate behavior (disobeys or breaks the rules)" (Donovan, 2002). The problem with discipline is that the ultimate goal of education is self-governance. Discipline is directive and minimizes the amount of reflection a child has about the learning process. Discipline can contain some self-reflexive activities, like time in a quiet corner or writing an essay explaining why the pupil did something wrong. But there is no negotiation about the rules themselves between teacher and student, as the rules are already in place and are pre-determined. Some rules are necessary, such as not harassing other students, or turning in homework on a prescribed due data. The ultimate "goal for discipline is to help children learn to discipline themselves… [as] a learning experience" but the immediate need for discipline is to create a functional classroom that is a positive learning environment for all students and that can require directive punishment (Donovan, 2002).

The problem with relying upon discipline alone is that it is not based upon critical thinking, but merely requires following the rules. "Discipline is what you do after Johnny messes up so he won't do it again" (Donovan 2002). A child might not know why punching another child is wrong. Although Johnny might not act violently again in that particular classroom, if the punishment is sufficiently severe, that does not necessarily mean he will not hurt another child outside of school -- or when the teacher's 'back is turned.' Discipline does not provide the student with a full learning experience, because there is no negotiation and dialogue between the teacher and the student. It takes place "after the fact," after the 'crime' or violation has already taken place (Donovan 2002).

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.

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.