LESSON 3

THE ROLE OF DISCIPLINE IN LEARNER-CENTERED

CLASSROOMS
Ariel Breeze A. Bayawan

Introduction
Discipline is controlled behavior, it constitutes the next important
concern of teacher as part of good management, no matter how well-
manage a learning environment is, students will occasionally misbehave.
Teacher must be ready to deal with them with utmost care and consideration.
The teacher acts as the learning facilitator while the learners are active
participants in the teaching-learning process. As a learning facilitator, the
teacher provides the learners with varied opportunities to enhance their
knowledge, skills, and attitudes while emphasizing the 21st century skills of
collaboration, communication, critical thinking and problem solving, and
creative thinking and innovation.

The concepts of learner-centered teaching can be summed up in the

acronym

“I CARED “
I – Interactive – Innovative – Interdisciplinary
C – Collaborative – Contextualized
A – Active – Authentic
R – Responsive – Relevant
E – Exploratory – Experiential
D – Developmentally appropriate

TEACHERS As learning facilitators, must creatively plan varied

interactive learning activities in the classroom. These activities should be in
the context of learners’ developmental stages, needs, skills, abilities,
interests, feelings, cultures, lives, and experiences. As a result, learners will
become active participants in the classroom who can apply what they have
learned to solve real problems.

Causes and Preventive Measure That Could Help in Ensuring Good

Discipline
1. Causes of Disciplining Problems
- Some of the most common causes of classroom problems point
prominently to unfavorable learning condition that impinge on the
learners’ abilities, needs and interests. The teachers‟ lack with
 adequate knowledge and skills in handling occurrences of misbehavior
likewise contribute to a trouble-prone setting.

A classroom is not Conducive for Learning if:

a) Overcrowded with more than a regular number of a
students to a class. This result in immobility or discomfort
in moving around, especially when there is a need to
operate instructional equipment and materials.
b) With poor lightning facilities and inadequate ventilation.
Attention and interest will be difficult to sustain
c) With furniture's and storage cabinets disorderly
positioned, making the collection and retrieval of tools less
efficient.
d) With inappropriate seating arrangement such that
destructions of student’s concentration can easily occur
e) Near sources of noise which obstructs understanding of
the lesson.

The students bring to the classroom a surprising record of individual

attitudes, interest and abilities. Characteristic could be traced to their
differences in:
a. Family background
b. Physical and mental capacities
c. Emotional traits among others

Reminders
 Students bred in families with different socio-economics
background may exhibits characteristics that are different from
the rest.
 Disciplinary measures practiced in different homes may cause
unfavorable consequences as they relate with one another.
 With varied abilities they may greatly deeper in expressing self-
control, patience and temper when challenge.
 Some may have special interests that must be attended to.
 Others may have problem that would need immediate solution.
 Their relationships with one another can bring about their either
positive or negative interactions as they study and work
together, hence it would be best that they know each other well
for a mannerly climate in the classroom.

The teachers‟ ability to meet discipline-challenging situations can spell

the difference between a good or distressed classroom control. So much
depend on their:
a. Knowledge of and skill in employing a wide range of classroom
strategies and procedures.
 b. Personal and emotional attributes
c. Depending on the subject matter and the students‟ abilities and
interests the teaching strategies will essentially be varied from time to
time.
d. There is not one strategy that can work well for all kinds of lesson
objectives.
e. Some teachers present, discuss and conclude their daily lessons
through a routine teacher-dominated question-and answer
methodology with the least intention of trying new and interesting
students-centered learning procedures.
f. Since they are not looking forward to another way of learning which
might be more exciting and challenging some impatient provocateurs„
find the chance to incite “own learning actions” which are often
branded as misbehavior.
g. The teacher’s way of dealing with the students maybe wanting in
developing a congenial and harmonious relationship, one that is
brought about by pleasing and gracious attitude.
h. Some possess distinctive temperaments that can either attract or
distract students attention and could lead to truce or mis control of
behavior.
i. Teachers‟ personality and appearance are often obscured by
personal problems coupled with so many tasks to attend to, Instead,
some become so stiff, unattractive and unapproachable such that
students feel repulsed with no one to turn to.

Prevention
Seasoned teachers have learned how to prevent discipline problems.
They have expected from varied experiences that no matter how hard they
try, somehow a case of misbehaving may occur. The good reminder they
share to others is, “You must know how to anticipate trouble so that minor
skirmishes may not erupt to full-fledged battles”.
Effective measure practiced in some schools:
 Depending on a student’s abilities and interests, teachers can
implement grouped-oriented methodologies such as:
a) Cooperative learning approach
b) Team learning
c) Peer tutoring
d) Group project and collections
Such strategies promote strong cooperation and shared group
responsibility in all classroom undertaking, thus eliminating sources of
potential problems. Involving them in planning learning tasks ensure active
involvement and participation rather than passive attention as in routine
activities.
Teacher who is sensitive to possible misdirection of efforts and
interactions are fast to switch from one technique to another as the need
arises. There must be clear understanding and the objectives of the lesson
and the strategies to be used. Any misstep in procedures will then be
avoided. But if the continuous flow of the activity is hampered by
uncontrolled action, then the ability of the teacher to shift to an alternate
activity will be necessary.
Of prime importance are the teachers‟ personal attributes such as:
a. Patience
b. Compassion
c. Concern and caring attitudes
d. Respect and trust by others

A calm and composed reactions in the midst of an untoward behavior

can ensure an acceptable solution for all. A compassionate teacher
understands and feels sympathetic towards students‟ struggles and
sufferings. A deep concern for their welfare and growth are easily
appreciated.
The teachers‟ personalities are their surest “arms” that can either win
or fail amidst a controllable learning situation.
 A warm, respectable relations with students though sincere and
straightforward communications can demonstrate trust and
credibility.
 Unpretentious gestures and genuine modes of receiving
students’ explanations bring about much-needed peace of mind.
 Facial expression can be showing all kinds of emotions
happiness, satisfaction, anger, dislike.
 Kinds words of praise, greetings, encouragement, and friendly
conversations, about works accomplished. Recognize and
appreciate their progress and improvement.
 A caring attitude can be modeled and student will feel confident,
secure and upright in return. They are truly perceptive if you
really care and want help them.
 Avoid showing unusual closeness of favoritism, and biased
treatment for some, treat them all equally.
The teachers‟ learning style will determine how the students will
respond, at time receptive, sometimes withdrawn. This point to the way they
move around during the class activity, how they give orders in the form of
requests and how the procedures are clearly explained.
Involving everyone on a planning to the implementing of the lesson
results in well-coordinated investigations and discussions of finding,
thus leaving no one in drawing correct conclusions.
The use of appropriate assessment tools and evaluation techniques
will show a final achievement of learning objectives

Common Way of Establishing Discipline

Classroom Control Discipline occupies the center stage in all learning
activities. A classroom where good discipline prevails is most conducive to
purposeful activities. On the other hand, improper behavior distracts
attention and disrupts procedures being undertaken. Because of the
important role that students’ behavior plays in achieving learning objectives
every school sets its own policies regarding maintenance of appropriate
discipline.
Some common practice in how to achieve and maintain good
discipline:
a) Discipline is the student’s responsibility.
b) Discipline is a teacher way of establishing a desirable student-
oriented environment for learning.
c) Discipline is a coupled with effective teaching strategies and
techniques.
d) Discipline is achieved through the effects of group dynamics on
behavior.
e) Discipline in believed to be exclusive responsibilities of teachers.

Classroom discipline taken as a conglomeration of all kind of responses

and manners that are exhibited by a great diversity of learners is never
entirely free from misdeeds, lapses or minor offenses. The kind of discipline
achieved will depend on the students‟ personalities, level of maturities and
interests, at the same time on the pedagogical skills and managerial ability
of a teachers.
Tips to Make You a Good Disciplinarian
o Be prepared to face a class with Mult behavioral tendencies.
Each individual acts in a unique manner. Not one will react in the
same way as the other.
o Know your students well – their names, family, composition and
socioeconomic status. In cases of misbehavior, you will
understand them and easily and an appropriate assistance will
o Your sincere concern for the welfare. Knowing that you care will
develop among them self-control and self-discipline. As they
grow, they will be more responsible for their own behavior.
o Commendable behavior is reciprocal. Your winsome manners and
positive attitude will be watched and willingly duplicated in
return.
o Be calm, poised and tactful in solving discipline problems. Refrain
from unkind words and harsh punishments.
o At all times be firm and consistent in following classroom “do‟s”
and “don'ts”. Students will likely test your patience and try how
far they can go. Be enthusiastic and the students will match
your enthusiasm instead of being drawn to trouble.
o Let out your good sense of humor. Laugh with your students and
sometimes at yourself. It will reduce tension from all.
o Speak with a good voice volume, not too loud to become noise
nor too soft to be heard.
o Be humble in words and actions. It could produce a maximizing
affect.
Common Ways of Dealing with Discipline Problem Acceptable and
effective:
Use verbal reinforces that encourage good behavior and discourage
bad tendencies.
Use non verbal gestures, frown or a hard look to dissuade them from
mischiefs.
Dialogues could help in discovering problems and agreeing on
mutuality beneficial solutions.
Focus attention on one who is unruly and is about to disturb the
neighbors. Lead him/her to a secluded area and nicely convince
him/her to be quiet.
A private one-on-one brief conference could lead to a better
understanding of mistakes that need to be remedied and improved.
Allow the students the freedom to express agitated feelings and
misgivings rather than censure them right away.
Unacceptable and ineffective:
Scolding and harsh words as a reprimand will have a negative effect on
the entire class.
Nagging and faultfinding, together with long “sermons” are repugnant
and nasty.
Denying a student some privileges due to unnecessary hyperactivity
could all the more encourage repetitions.
Use of ridicule or sarcasm could humiliate and embarrass a for mentor.
Keeping a student in a “detention area” during or after classes as a
penalty for misbehavior is a waste of time and occasion for learning.
The shameful experience is not easy to forget.
Assignment of additional homework, compared to the rest could make
them dislike the subjects.
Grades for academic achievement should not be affected due to
misdemeanor.

Good Classroom Management

Routine is a regular procedure or a normal practice that is to be followed.
It is a schedule of activities that is mostly time-paced and is attuned to the
lesson
Advantages
It helps in accomplishing everything that is planned
It serve as a guide in controlling behavior
The students feel secure since they know every step in the
procedure
It builds a teacher’s confidence in following a well-planned
procedure.
Ways of establishing routine
o Routine could be scheduled on a weekly or monthly instead of daily
basis. The practice gives a leeway in spending a little more time for an
activity that the students are so eagerly pursuing.
 o Plan a routine for an entire class rather than for an individual or a
group. It is easy to accomplish the sequence of activity to lessen
possible interruptions due to differences in a group pacing.
o Plan a procedure for the whole unit with a corresponding time
allotment for each topic. You may allow flexibility in the time to be . in-
between. Stick to the block of time when the unit is expected to be
completed.
o You might find the class in a situation when the interest and
concentration is at its peak. Though beyond the time limit, you may
continue for the sake of additional learning and experiences being
achieved. Cutting the procedure abruptly could cause disappointment
and wastage of momentum.
o Give clear and direct instructions to avoid guessing on what to do next.
Dillydallying wastes time and effort.
o Practice some signals that would mean the class is about to start and
they must be ready.
o Model time consciousness. Let them see that you are following the
planned routine.

Examples in routine in connection with the lessons are:

 Going on a fieldtrip
 Inviting resource speaker
 Viewing a film
 Downloading information
 Performing simple investigations
 Setting up a learning center
 Forming groups for an activity

Other room routines:

 Keeping tables and chairs in order before leaving
 Returning borrowed tools and materials after use
 Cleaning chalkboard to be ready for the next topic
 Transferring from one room to another on time
 Order in waiting for ones turn in borrowing books
 Cleaning stains or drops after the lesson
 YOU ARE A TEACHER
If I speak interestingly, effectively and well,
But do not understand my students
I am a noisy gong or a clanging cymbal.
If I know all of the methods and techniques of teaching,
If I have complete faith that they will work,
So that I use them completely,
But I think only of materials or techniques
instead of how they can help my students,
I count for nothing.
If I go the second mile in my teaching,
Give up many activities,
But do it without understanding,
It does no good.
Love is very patient, very kind;
Love is not jealous, it does not put on airs;
It is never tyrannic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful.
Love always expects the best of others;
It is gladdened when they live up to these expectations,
Slow to lose faith when they do not.
It will bear anything,
Hope for anything,
Endure anything.
This kind of love will never fail
If there are teaching methods, they will change;
If there are curricula, they will be revised.
For our knowledge is imperfect
And our teaching is imperfect,
And we are always looking for the better ways
Which an infinite God has placed ahead of us.
When I began to teach, i fumbled and failed;
Now I have put away some of my childish ways.
At present I am learning bit by bit;
But if I keep on seeking, I shall at last understand
As all along I myself have been understood.
So faith, hope and love endure.
These are the great three
But the greatest of them is love.