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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Why Discipline Counts: Supporting Effective Instruction in the Classroom

Why Discipline Counts: Supporting Effective Instruction in the Classroom

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The number of concerns at our school is the behavior in the classroom. Teachers must have control before learning can take place. Secondly, it is imperative that teachers have accurate knowledge of the students' individual abilities, skills. social needs and primary learning modalities. Thirdly, instructional strategies will include some form of differentiation of instruction, whether through differentiation of content, process, delivery, and or product. When displinary measures occur its main intention is to keep the majority in line, not the single individual whose causing a disruption. Displinary measures help the student realize that the real world has rewards and consequences, and disappointments. Classroom Management should have the balance of both.

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Mary Kate Land's picture
Mary Kate Land
Montessori 4-6th grade teacher
Blogger 2014

I take issue with the assertion that teachers must have control. Teachers can control only one person's behavior...their own. Only children can control their behavior and it is up to teachers to set reasonable expectations and support students in reaching them. Students who experience discipline problems are merely advertising their need for learning how to do something better. If we address the disciplinary moment as an opportunity for learning instead of an indication that punishment is needed, we can focus on developing skills instead of blaming children who are working on development.

The only discipline worth striving for is internal discipline!

MK

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