Discipline through Active Student Involvement - Book Report/Review Example

Chapter Reviews In the tenth edition of building room discipline by C.M Charles, the have re-conceptualized the book to emphasis on teacher, student cooperation so as a way of promoting and maintaining an enjoyable, safe and above all productive classroom. Other new features are such as increased background information focusing the historical effects on discipline and how past efforts have influenced present approaches to discipline. The book looks at 18 models that can be used to enhance school discipline. These models are a collection from the past six decades or so depicted in a realistic manner. Chapter 7, 8 and 9 are written by different author but their ideas have been endorsed by Professor C.M Charles to ensure accuracy and applicability of their models. Chapter 7: Discipline through Active Student Involvement In this chapter the author examines various ways to establish discipline in the classroom by incorporating the student’s participation and contribution. Fred Jones in this chapter he analyses problems such as time wasting by students, passivity in classrooms, aimlessness, helpless hand raising, ineffective nagging. He attributes indiscipline to be enhanced by these factors. He then went on to offer his preferred solution to these problems. To be specific the author looked at classroom arrangement, he proposed a spacious classroom with wide walkways. The class also had to have some sort of legislation whereby there are rules, division of responsibilities and a general routine. In relation to real life situations the author is more or less proposing a democracy as a way to achieve discipline. The democracy system has been used all over the world to run countries as large as the U.S.A and so far so good. The second aspect of this book is how to make this ‘democracy’ work. It has been proposed that the rules and routines should be set up after active discussion with the students to enable them give their views and to decide what to should be done to law breakers and law abiders, a form of incentive. However the teachers assertiveness and authority should prevail in this case they should be good time conservers themselves and try as much as possible to instill this virtue to their students. Secondly they should strictly follow procedures set up, even those suggested by the students for instance giving of incentives. Finally they should play their role of helping students especially when they are performing independent tasks. The teachers are also advised to use proper body language to relate with the students. For instance eye contact, facial expressions as opposed to methods like nagging and shouting which have been found to aggravate. In terms of teaching, a see, say, do approach is proposed, the teacher introduces a new concept and immediately gives an activity that requires the students to apply it that way they will increase chances of mastering it. How to incorporate this to management plans; the ideas in this chapter are a reflection of a formal management structure where the structures roles and relationships though managed by a defined authority are agreed upon by all as opposed to an informal management structure where there are undefined structures rules and roles. A look at this structures shows that they are more advantageous to have a formal structure as opposed to informal ones which are prone to arguments and divisions. Chapter 8: Discipline through Pragmatic Classroom Management Good procedures are a sure way of heightening student’s good behavior. Having a schedule that helps one plan the day’s lessons, activities and how they shall be carried out reduces chaos and confusion. How then does one make good procedures? This chapter suggests that one should have a routine for the activities that they intend to carry out, give this routine to the students in list form or whatever appropriate method and ensure that they follow it. The Wong’s suggest that the teacher demonstrate to the students the intended procedure, secondly the teacher should allow the students to rehearse the procedures but under supervision finally make the procedures a habit through reinforcement. William Glasser’s choice theory has also been featured in this chapter. It holds that individuals strife to have quality lives in a quality world. In relation to this theory therefore William is of the view that quality education is not only good to improve grades but plays a big role in influencing positive class discipline in the classroom. Quality education is dependant on factors such as a good curriculum. His idea of discipline is use of non-coercive methods; he believes that its influence is more long lasting. William looked at habits to avoid and habits to encourage while dealing with students. He called the habits to avoid the seven deadly habits, namely criticizing, complaining, blaming, threatening, nagging, bribing and rewarding in order to achieve control, punishing and threatening. Positive or caring habits to encourage include encouraging, supporting, trusting, accepting, negotiating differences, respecting and listening. The management plans suggested in chapter eight can be incorporated into a normal practical situation easily because they are realistic. For instance one can see that the reinforcement strategy by the Wongs is similar to B.F skinners classical conditioning. Even when managing areas not related to the classroom some of these ideas can apply. At work places if the boss is non-coercive it makes the workers take personal initiative to perform and this has been proofed to be more rewarding than being under pressure to do something. Chapter 9: Discipline through Same-Side Win-Win Strategies The Win-Win strategy comprises of three pillars: A) The same side pillar; that is teachers, parents and students united in the spirit of supporting positivity in terms of discipline and the general learning environment of a school. B) Collaborative solutions; teachers and students working in unison in order to make out a problem and proceed to find a solution. C) Learned responsibility is all about autonomy that is members of the school institution practice self-management and other life skills. Scott, Kagan and Kyle look at the ABCD’s of behavior that is disruptive. They came up with breaking rules, disengagement, confrontation and aggression. In their view the appropriate way to deal with such is to make the curriculum challenging but at the same time interesting and engaging. Secondly, promote group activities as they inspire cooperation among the students. Finally, the teachers should complement not only the curriculum but also the students needs by being stimulating and interesting themselves. Like in chapter nine, this chapter also focuses on positive teacher student relationship to promote discipline. However unlike chapter nine they are of the view that the guidelines that govern the class should be given by the teacher and not through a discussion by both parties, that is teachers and students. The final important thing seen in this chapter is life skills. These are the things the students need to know aside from math or biology to enable them to survive in the ‘world out there’ in summary – anger management, self control, impulse control, empathy, good judgment and perseverance. These life skills should be incorporated into the curriculum. There should also be a form of intervention strategy aimed at seeking out and helping with matters such as, anger, bored students, students with too much energy, uninformed parents, student’s and in extension the community. A realistic implementation of some of the ideas put forward in this chapter can be as follows; having an institution that is built on the basis of oneness. That is there is a clear distinction on who is who and their role in the institution but at the same time maintaining that each of there roles is as important as the next persons. This inevitably leads to cohesiveness and some sense of belonging. These are similar aspects of the chapters, they all present realistic concept cases that help the student to compare various discipline approaches. Another similarity is between the chapters is the interest paid to student teacher cooperation. The authors seem to be in agreement that both parties must contribute and be mutually supportive of each others agendas for there to be a successful relationship aimed at promoting class discipline. Another similarity is the presentation of the teacher as a figure of authority and their role in determining the curriculum and the general running of the classroom. Chapter seven and eight seem to be agreeing with B.F Skinners ideas of using positive and negative reinforcement as a way to achieve learning. The final similarity is the use of the curriculum to effectively inculcate ideas and values related to discipline. The chapters however, differ in other aspects. The first difference is where we see in chapter 7 and 9 the authors suggest that students and teachers should have a say on the rules that govern them while chapter 8 sees the teacher as the final say in matters concerning rules and procedures. Chapter seven and eight focus more on classroom learning while chapter nine has taken a wider approach and has discussed life skills and ways to prepare a child to live in society. Works Cited C.M. Charles. Building Classroom Discipline. tenth edition. 2007. Print Read More