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Nature of the Discipline Problem Chapter 2

Nature of the Discipline Problem Chapter 2. Why Do Students Misbehave? Teachers’ believe:. Poor home environment? Poor attitude? Lack of parental support? Lower than average I.Q.? Medical or emotional problems? These beliefs absolve the teacher of responsibility.

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Nature of the Discipline Problem Chapter 2

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  1. Nature of the Discipline ProblemChapter 2

  2. Why Do Students Misbehave?Teachers’ believe: • Poor home environment? • Poor attitude? • Lack of parental support? • Lower than average I.Q.? • Medical or emotional problems? • These beliefs absolve the teacher of responsibility

  3. Nature of the Discipline Problem • What makes a problem a discipline problem? • Why is it important that teachers differentiate discipline problems from non-discipline problems? • What effect do you think discipline problems have on teachers, students, and schools in general?

  4. Feldhusen’s definition of disruptive behavior (1978) • A violation of school expectations interfering with the orderly conduct of teaching. • A student continually calls out while the teacher is explaining material • A student quietly scratches his name into his desk • A student quietly passes notes to his neighbor

  5. Emmer’s definition of disruptive behavior (1989) • Student behavior is disruptive when it seriously interferes with the activities of the teacher or of several students for more than a brief time.

  6. Shrigley’s definition of disruptive behavior (1979) • Any behavior that disrupts the teaching act or is psychologically or physically unsafe constitutes a disruptive behavior.

  7. Levin and Nolan’s definition of disruptive behavior • A discipline problem is behavior that • Interferes with the teaching act • Interferes with the right of others to learn • Is psychologically or physically unsafe • Destroys property

  8. Scenario 1 Marisa quietly enters the room and takes her seat. A teacher requests that students take out their homework. Marisa does not take her homework but instead takes out a magazine and begins to flip quietly through the pages. The teacher it ignores Marisa and involves the class in reviewing the homework.

  9. Scenario 2 Marisa quietly enters the room and takes her seat. The teacher requested students take out their homework. Marissa does not take out her homework but instead takes out a magazine and begins to flip quietly through the pages. The teacher publicly announces that there will be no review of the homework until Marissa puts away the magazine and takes out her homework.

  10. Scenario 3 Marisa quietly enters the room and takes a seat. The teacher requests that students take out their homework. Marissa does not take out her homework but instead takes out a magazine and begins to flip quietly through the pages. The teacher begins to involve the class in reviewing the homework and at the same time moves closer to Marisa. The review continues with the teacher standing in close proximity to Marisa.

  11. Scenario 4 Marisa quietly enters the room and takes a seat. The teacher requests that students take out their homework. Marissa does not take out our homework but instead takes out a magazine and begins to show the magazine to the students who sit next to her. The teacher ignores Marissa and begins to involve the class in the review of the homework. Marissa continues to show the magazine to her neighbors.

  12. Scenario 5 Marisa quietly enters the room and takes her seat. The teacher request that students take out their homework. Marisa does not take out her homework but instead takes out a magazine and begins to show the magazine to students who sit next to her. The teacher does not begin to review and, in front of the class, loudly demands that Marisa put the magazine away and get out her homework. The teacher stares at Marisa for the two minutes it takes her to put the magazine away and find her homework. Once Marisa finds her homework the teacher begins the review.

  13. scenario 6 Marisa quietly enters the room and takes her seat. The teacher requests that students take out their homework. Marissa does not take out her homework but instead takes out a magazine and begins to show the magazine to the students who sit next to her. The teacher begins the homework review and, at the same time, walks toward Marissa. While the student is answering a question the teacher, as privately as possible, assertively asks Marisa to take out her homework and put the magazine away.

  14. Not Disruptive?

  15. Need to distinguish between crime and misbehavior • Crime (violence and vandalism) • misbehavior (off task and disruptive classroom behaviors)

  16. The effect of classroom discipline problems on teaching and learning • Less time spent on learning (some teachers spend 25-80% on discipline problems). • Ripple effect (observational learning)

  17. Modeling Violence Research has shown that viewing media violence does lead to increased expression of aggression. Bob Daemmrich/ The Image Works Glassman/ The Image Works Children modeling after pro wrestlers

  18. Observational Learning 1925 - present

  19. Classroom Use of Observational Learning Decide the type of model you will be Demonstrate and teach new behaviors Use peers as effective models Use mentors as models Consider the models children observe in the media 19

  20. The effect of classroom discipline problems on teaching and learning

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