This essay attempts to engage in a philosophical, psychological and sociological exploration of the misconceptions and the truths of the statement: "Effective management of classroom learning can best be achieved through discipline." This essay proposes that there are varying kinds of discipline, types that can be counterproductive to the processes of education and learning and others which can result in increased and effective management of teaching and learning within the classroom. The topic under discussion is thus considered a highly contentious and debatable issue.
This essay addresses the underlying assumptions of the statement which suggest that there are other methods of effective management of classroom learning, but discipline is the best approach. In addition, it explores the subsequent logical conclusion that if, indeed, discipline is the best method for effectively managing classroom learning; it follows that the best disciplinarians will achieve optimum learning with students of their classrooms.In conventional usage discipline means, “to bring under control, to educate or train.” There is a distinction to be made between varying types of discipline prevailing within schools. These can be placed easily into two categories; good: effective discipline and bad: ineffective discipline. Phillips, Weiner, and Haring explain that good discipline is not a matter of punishment or a brutal attitude. It emphasizes the development of a structure which is conducive to the child’s learning, achieving and developing emotional and social maturity.
They posit that good discipline in schools helps to promote self-discipline as a habitual way of behaving. Self-discipline contributes to self-assurance and thus affects one’s outlook and confidence, and as such, it is conducive to learning. On the other hand, they refer to bad discipline as discipline that is too harsh, too quickly administered, and too defeating (Haring, Weiner, and Phillips, 1960).Close and prolonged observation within many public and private schools at both primary and secondary levels would perhaps reveal varying interlacing of both good and bad discipline systems.Few would argue that maintaining good discipline is a necessary prerequisite to establishing a school or classroom climate that is conducive to learning. This belief is conceded to by Curving and Mendler.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Discipline: Types and Effects
- Classroom Management and Discipline
- Teacher’s Role and Classroom Management
- Discipline and Learning
- Classroom Management: Beyond Control
- Time and Learning
- Effective Classroom Management
- The Role of Teachers and Classroom Management
- The Nature of Discipline
- Empirical Evidence
- Motivation and Learning
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay delves into the philosophical, psychological, and sociological aspects of the statement "Effective management of classroom learning can best be achieved through discipline." It explores different types of discipline, their impact on learning, and alternative approaches to classroom management.
- The varying types of discipline and their effectiveness in promoting learning
- The role of discipline in creating a conducive learning environment
- The importance of teacher authority and classroom organization
- The relationship between discipline and student motivation
- The effectiveness of alternative classroom management strategies
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: Introduces the topic and provides an overview of the essay's scope and arguments. It asserts that the statement regarding discipline and classroom management is highly debatable.
- Discipline: Types and Effects: Explores the concept of discipline, distinguishes between effective and ineffective types, and highlights the importance of self-discipline for learning.
- Classroom Management and Discipline: Examines the relationship between discipline and classroom management, arguing that good discipline is a prerequisite for a conducive learning environment. It cites research findings on the effectiveness of private schools in maintaining discipline and promoting academic achievement.
- Teacher’s Role and Classroom Management: Focuses on the teacher’s role in creating a positive learning environment, emphasizing the importance of creating a safe and supportive classroom where students feel valued and have the right to learn. It discusses the challenges teachers face in maintaining discipline and proposes solutions based on preventive, supportive, and corrective measures.
- Discipline and Learning: Explores the connection between discipline and learning, acknowledging the importance of student involvement and engagement. It highlights the potential pitfalls of excessive focus on control and the need to move beyond behavior management to create supportive learning environments.
- Classroom Management: Beyond Control: Argues against the exclusive focus on discipline as the primary concern in schools. It emphasizes the importance of creating supportive learning environments that meet the diverse needs of students. It highlights the importance of effective planning and teaching practices for maximizing learning.
- Time and Learning: Addresses the relationship between time spent learning and learning outcomes. It highlights the importance of creating appropriate learning opportunities that are neither too easy nor too difficult.
- Effective Classroom Management: Discusses the role of teachers in creating effective classroom management systems that involve the use of clear rules, appropriate instructional materials, and strategies to foster student engagement and reduce misbehavior.
- The Role of Teachers and Classroom Management: Analyzes the nature of the teacher-student relationship and the impact of teaching styles on learning. It criticizes approaches that rely heavily on control and manipulation, advocating for a more collaborative and authentic approach to education.
- The Nature of Discipline: Explores the philosophical and psychological implications of discipline, questioning the effectiveness of traditional disciplinary approaches in promoting genuine learning. It highlights the importance of student motivation and the need to create a positive and supportive learning environment.
- Empirical Evidence: Examines research findings on the effectiveness of different classroom management strategies. It concludes that discipline alone is not sufficient for optimal learning and emphasizes the importance of student motivation and engagement.
- Motivation and Learning: Underscores the importance of motivation in learning and suggests that effective classroom management should focus on fostering a positive and supportive learning environment that promotes student engagement and enthusiasm.
Schlüsselwörter (Keywords)
This essay explores the complex relationship between discipline, classroom management, learning, and student motivation. It delves into the effectiveness of various disciplinary approaches, examines the role of teachers in creating a conducive learning environment, and highlights the importance of alternative strategies that promote student engagement and positive learning outcomes. Key concepts include effective discipline, classroom management, student motivation, learning environment, teaching practices, and teacher-student relationships.
- Quote paper
- Paulette Reefer (Author), 1993, Is discipline the best way to achieve an effective management of classroom learning?, Munich, GRIN Verlag, https://www.grin.com/document/346400
