Secondary Teaching Strategies: Classroom Management & Discipline

Classroom Management Strategies

Utilize an engaging curriculum — Doing so keeps students focused on learning. Domain I, Competency 004 F: "Enhances learning for students by providing age-appropriate instruction that encourages… higher-order thinking skills."

Establish classroom procedures — These familiarize students with routines and acceptable behavior. Domain I, Competency 006 A: "Analyzes the effects of classroom routines and procedures on student learning…"

Use group work — This approach fosters collaborative, integrative learning that is engaging. Domain I, Competency 005 B: "Establishes a classroom climate that emphasizes collaboration."

Model positive behavior — Doing so provides an example for other students to follow. Domain II, Competency 006 I: "Demonstrates awareness of appropriate behavior standards…"

Curb inappropriate behavior immediately — Doing so redirects attention back to learning. Domain II, Competency 006 J: "Applies effective procedures for managing student behavior."

Classroom Discipline Strategies

Remove distractions from students — This provides a greater incentive for students to learn. Domain II, Competency 006 H: "Applies theories and techniques related to managing and monitoring student behavior."

1. Is withholding agreement contrary to effective discipline?
2. Is coercing students morally acceptable?
3. Which is more effective — extrinsic or intrinsic motivation?

1. "Teachers must be careful not to let students with behavior problems… influence the teacher's behavior…" This has happened in practice and is best avoided. A teacher cannot allow students to dictate their actions.

2. "The concept of power does not itself constitute an approach to discipline…" Effective teachers must remember this and rely on specific discipline techniques rather than the exercise of power alone.

3. "As far as misbehavior is concerned, charisma operates primarily as a preventive influence." There is definite wisdom in this observation. Sometimes discipline is more effectively achieved with finesse rather than force.

Textbook Chapter 3: Discipline and Behavior

1. Some students are not entirely rational and need to be disciplined accordingly.

2. The most effective discipline involves engaging teaching.

3. Some students do not want to be in class, and nothing can change that fact.

1. What exactly are the particulars of the direct teaching model?
2. Are the time allotments needed for effective student learning not specific to each individual student?
3. Is homework truly necessary to help students improve their academic efficacy?

1. "Today's teachers are advised… to reduce content coverage and focus on key concepts in more depth." It is noteworthy that such a concern is relevant to curriculum and the material covered in classes.

2. "…the time between the bells ringing in high schools and instruction beginning averaged… 9 minutes…" This statistic is fairly striking and underscores the importance of effective classroom management.

3. "Academic learning time… is that high-quality time when the student is involved with the content and is succeeding." Reaching this state is the goal of every teacher — much of what educators do is aimed at bringing students to this point.