Teach English in Guanzhuang Zhen - Tongchuan Shi

Problem behavior, to some degree, is an expectation of teaching in almost any classroom. The process of managing discipline in the classroom can be thought of in a similar fashion to the enforcement of laws (social and legal) in broader society: rules and expectations, as well as corresponding consequences, are established, with the failure to adhere to these directives resulting in the enactment of sed consequences. In minimizing the occurrence of problem behavior, the teacher should therefore first establish a set of expectations and relay these expectations in a clear and concise manner to students at the beginning of the semester. A rules chart posted in the classroom will help students retain these expectations. There are numerous ways in which teachers can work to minimize the occurrence of disciplinary problems. It is critical to understand why these problems occur. Some problems relate to factors outside the classroom: family problems, social and psychological stressors, low self-esteem are all examples of such factors. These reasons are often beyond the scope of control of the teacher and therefore are difficult to preempt and prevent. Factors occurring within the classroom are easier for teachers to manage: these include boredom, class size, rapport with the teacher and other students, special attention to students when necessary. There are numerous ways in which classrooms may constructively manage the aforementioned factors. First, it is often the case that students misbehave or talk among themselves during lessons when the material is boring, predictable, and not stimulating to their interests. Keeping lessons interesting and relevant will help students keep on task and avoid dipping into problem behaviors. Second, the relationship between students among themselves and to the teacher is also critical in preventing problems. The classroom must function as a place in which all students are treated equally among each other and by the teacher. Being fair and consistent with rules enforcement will foster a culture of respect in the classroom which in turn will help to minimise rule disobedience in the future. Furthermore, the teacher should also show a level of interest in their students, getting to know their names, personalities, boundaries, and learning styles. In this way, the teacher may establish a positive rapport with students which will make students more inclined to respect the teacher and their rules. Finally, teachers should consider classroom setup, thinking about the layout of tables (eg rows, circles, horseshoes, or larger tables), the placement of certain students next to each other, and the size of the class (factoring in age) that the teacher is able to appropriately handle. Should problems occur within the classroom teachers must respond with proportionate, respectful and consistent discipline. Not all indiscipline requires verbal recognition from the teacher; minor occurrences such as losing focus on a group task can often be solved by a teacher standing near unmotivated students rather than pulling them away from the activity to reprimand. In times, it may be better for teachers to respond to a minor rule-breaking with a joke, diffusing the situation with humor and, with a positive attitude, moving the students back to the task at hand. In responding to more serious rule violations, teachers should act immediately to acknowledge the problem but avoid shouting at or embarrassing the rule-breaking student(s). Students should be talked to one-on-one (after class in necessary) about their behavior, its problematic elements and any formal punishment they will be receiving. During these discussions, teachers should make a point to discuss the problem behavior and not the student (eg “we don’t allow those actions within the classroom” instead of “you were a big problem today”). Punishments beyond a disciplinary talk including calls to parents, detentions, and suspensions should be given strictly in accordance with classroom and school policy. It is possible to go overboard with rules and discipline within the classroom and make the classroom into a hostile, unfriendly and reprimanding environment. It is important for teachers to balance ‘soft-handed’ and ‘hard-handed’ approaches to their discipline; fostering a friendly environment which encourages rule following while following through with pre-agreed disciplinary actions when more serious offenses occur. Maintaining discipline is perhaps one of the most unpredictable and challenging aspects of teaching, yet enactment of the aforementioned considerations can work tremendously to aid the smooth functioning of the classroom environment and learning process.