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the pupil's name on the board for the first offense in agreed upon rules of conduct, posted
on the bulletin board. After three offenses,
the pupil is sent to the principal's office indicating what the pupil had done to warrant
this. Upon retum to the classroom, the teacher
notices if the pupil's behavior is conducive
to leaming. In my graduate class Theory of
Administration, three students teaching in
the same school complained about their high
school principal being a very kind, likable,
and considerate person who in faculty meetings always invited his teachers to send to
his office misbehaving pupils with discipline
problems. The problem was, according to
these three teachers, that pupils behaved the
same or even worse when coming back to the
classroom.
With practice, the teacher may find ways
that work in curbing discipline problems.
He/she needs to use all of the suggestions
on teaching and leaming in this manuscript
to see what works generally and in specific
situations. This should include searching the
literature, using intemet and other reference
sources, in securing ideas to implement in
humane approaches that which is conducive
to solve problems relating to discipline and
classroom management. There are a plethora
of sources available for assistance. It is important to discuss with other professionals
as to what helps in the area of disciplinary
problems. The teacher should never give up in
providing a classroom which helps pupils to
achieve objectives of instmction in cognition,
in skills, and in attitudinal dimensions.
References
Baildon, Rindi, and Mark Baildon (2008),"Guiding
Independence: Developing a Research Tool to Support Student Decision Making in Selecting Outline
Information Sources," The Reading Teacher, 61 (8),
636-648.
Ediger, Marlow, and D. Bhaskara Rao (2007), Teaching
Social Studies. New Delhi, India: Discovery PubUshing House, Chapters One and Two.
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