Sharing Good Practice
TIPS FOR SUCCESSFUL CLASSROOM INTERVENTION
BY RANIA AMAIREH
On the other hand , self-discipline should be the preferred strategy that all educators should encourage the students to apply . This intrinsically motivated strategy help students to raise consciousness and develop a better understanding of what motivates them . Self-discipline requires positive perspective and positive expectation on the part of teachers where they demonstrate empathy , acceptance , and trust of students .
Studying students ’ behaviours requires us to study the student ’ s needs and what might cause the behaviour problem . Maslow ’ s hierarchy of needs presents the major human ’ s needs starting from physiological needs such as food and water to self-actualization needs when a person realizes the great potential he / she has . The more students are self-aware the more they can apply the self-discipline and selfcontrol .
No matter how knowledgeable or talented a teacher you are , if you have poor classroom management skills , you will end up very exhausted and disappointed at the end of your lessons .
A major factor of any successful lesson , is the way the teacher manages the behaviour of the students .
We can categorize our actions and strategies under two major types of disciplines ; the imposed discipline and self-discipline . These two types are identified based on their sources and factors which affect students ’ behaviours . Extrinsic factors are leading to the imposed discipline where teachers consider to improve the students ’ behaviour . Good examples of this type are all the rewarding strategies used such as giving the children stickers , certificates , free time , and privileges .
Moreover , the punishment strategies are also considered as imposed discipline when teachers impose sanctions on non-responsive students through different actions such as ; the loss of some privileges or the desist strategies , which offers a systematic communication of teacher desires in publicly as in in front of the whole class or privately by pulling the student to the side . Verbal and nonverbal signals or movements can be sufficient to handle low level or normal discipline problems . A teacher does not need to stop the lesson or pause a classroom discussion for “ small ” behavioral problems . Glancing at the child , shaking the head , changing the voice tone or pitch , or moving close to the misbehaving student , while still speaking to someone else or the whole class can do the job . However , acting or speaking in a way that commands attention can be necessary in other times .
As educators , we count on this strategy particularly when we are dealing with older students . stickers and free times can be effective with our kindergarten and elementary students , however , these strategies become less effective in the high school , so we need to find the solution for the undesirable behaviour , through coaching sessions that include a commitment plan approved by both teacher and student to reshape the behaviour . Teacherstudent contract is a great example of this type of agreement .
Teachers should be familiar with both types of disciplines and use them based on the situation . They should always keep in mind that , no matter which strategy they use to manage their students ’ behaviour , they always should be assertive enough , to show how serious they are without hurting their students ’ feelings . Head of Science Department with strong leadership and communication skills . I offer strong educational background and more than 10 years of facilitating and guiding learning . have obtained my Master ' s degree in Education ( Leadership and Management ) with distinction . I have personal interests in Inquiry-based learning and discovery learning approaches . I have studied in deep curriculum development and aligning international standards with curriculum , instruction , and assessment .
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