Long since I posted the last time... The following has not been writen recently but more or less a year ago, during my course of CAP. It is the summary of quite an interesting and inspiring article by Penny Ur about classroom discipline [the article is found in Ur, P. (1996). A Course in Language Teaching. Cambridge. C.U.P.]. The chapter is Module 18 and it is divided in five units, the first three are oriented towards a definition of discipline and the creation of a disciplined atmosphere in the language classroom; on the other hand, the fourth unit is rather concerned with how to deal and prevent discipline problems; and finally, the last unit is drawn towards a critical analysis of actual episodes in which some problems have arisen.
I hope the reading of this is of some use and I strongly recomend to go trough the actual book for the consult of a wide range of concerns.
Unit One: What is discipline?
In this unit, the author makes us thinking about how to articulate an appropriate definition of the complex concept of discipline, a hard-to define-in-words one. It is suggested a discussion task based on brainstorming to elaborate a comprehensive definition of ‘discipline’, a possible one is given to us as follows:
Classroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behaviour in the classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson (Ur, 1996:270)
The author recalls our attention on the “subtle and interesting distinctions to be discovered within the concept of ‘discipline’. An invitation to reflection is made by means of the comparison of pairs of concepts such as: a) ‘control’ vs. ‘discipline’; b) ‘authoritarian’ vs. ‘authoritative’; and c) ‘power’ vs. ‘authority’.
Unit Two: What does a disciplined classroom look like?
In order to develop this unit, a new task is proposed: eight possible characteristics of a disciplined classroom are given as follows:
Learning is taking place.
It is quiet.
The teacher is in control.
Teacher and students are cooperating smoothly.
Students are motivated
The lesson is proceeding according to plan
Teacher and students are aiming for the same objective
The teacher has natural charismatic ‘authority’.
(Ur, 1996:260)
We are asked to value them on the basis of their relevance for classroom discipline. This evaluation is to be followed by a rethinking process after the reading of the author’s commentaries. In general lines, these comments give us a perspective view by questioning the preconceived ideas and judgements we could have initially in considering the different statements.
Concerning characteristic 1), the author prevents us from not taking as a matter of fact the correlation ‘discipline and learning’ for us to be aware that we can have a disciplined classroom in which little or no learning is taking place, since it is something related rather to the learning value of the activities chosen.
To sum up the author’s opinion on characteristic 2), I will just quote the following paragraph:
…disciplined classes may or may not be quiet, indiscipline ones are usually noisy. There is, therefore, arguably some positive correlation between quietness and the level of discipline. (Ur, 1996:261)
About characteristic number 3, I think that it is quite agreeable that “how authoritarian or liberal, rigid or flexible the teacher is in the operation of (this) control” (Ur, 1996:261) is a question apart, but the teacher has always to be in control inside the classroom in order to create a disciplined atmosphere.
Concerning ‘smooth cooperation’ between the members of the classroom, the author exposes it as the most outward manifestation of classroom discipline; attention is put on the ways in which this cooperation is brought about.
Following this point, the correlation between ‘motivation and discipline’ is considered as not an absolute one, but it is rather considered on a probability basis, being “a class motivated to learn, more likely to be easy to manage”.
Again, characteristic number 6, is considered a probability case, rather than a cause and effect in relation with discipline, and leaves the door open to improvisation, since “changes and improvisations do not necessarily lead to indiscipline, and may even prevent it” (Ur, 1996:261).
About being teacher and students aiming for the same objectives, the author defends that it is not necessary for the students to share knowledge and agreement on lesson objectives with the teacher, although the possibilities are open, since it can raise motivation and cooperation.
Finally, in dealing that charismatic ‘authority’, the author points it as a valuable personal characteristic of some teachers that facilitate their work, but she considers that for those teachers who lack it, it is just a field in which a harder effort has to be invested.
Unit Three: What teacher action is conductive to a disciplined classroom?
To answer this question the author eposes in a first place the different factors that contribute to classroom discipline and that are potentially within the control of, or influenced by, the teacher, the author emphasizes the following:
Apart from this introduction, the development of this unit is again carried out through a new task proposal: it is given a list of 22 practical hints for teachers on classroom discipline. This list was originated form the responses of teachers when asked which hints from experienced teachers they had found more useful in their classrooms. We are asked to chose and discuss which would be our top-ten form the list:
Start by being firm with students: you can relax later.
Get silence before you start speaking to the class.
Know and know students’ names.
Prepare lessons thoroughly and structure them firmly.
Be mobile: walk around the class.
Start the lesson with a ‘bang’ and sustain interest and curiosity.
Speak clearly.
Make sure your instructions are clear.
Have extra material prepared (e.g. to cope with slower/faster-working students).
Look at the class when speaking, and learn how to ‘scan’.
Make your work appropriate ( to pupils’ age, ability, cultural background).
Develop an effective questioning technique.
Develop the art of timing your lesson to fit the available period.
Vary your teaching techniques.
Anticipate discipline problems and act quickly.
Avoid confrontations.
Clarify fixed rules and standards, and be consistent in applying them.
Show yourself as supporter and helper to the students.
Don’t patronize students, treat them with respect.
Use humour constructively.
Choose topics and tasks that activate students.
Be warm and friendly to the students.
Adapted form Wragg (1981:21) in Ur (1996:263)
The original list included items from 1-20 in order of overall importance, the author included item 21, since it is considered relevant and worth discussing; and item 22 just as an attractive misleading one. The author’s top-ten includes items 1, 3, 4, 6, 8, 10, 11, 15, 17 and 19.
Finally, in this lesson, we are called to aim a final the ‘ultimate goal’: that students share with the teacher the responsibility for the maintenance of classroom discipline. This may be considered “to some extent a function of the maturity of the learner” but in the author’s opinion, it “can be fostered by the teacher”. According Ur, the way to do it is to “get them used to the ‘feel’ of orderly classroom process, (and) then gradually to begin to share decision-making based on this” (UR, 1996:264).
Unit Four: Dealing with discipline problems
This unit is intended to furnish a starting –point from which develop strategies for the prevention and treatment of discipline problems as they may arise in the class. The author stages her advices from three different perspectives:
before the problem arises,
when the problem is beginning, and
when the problem has started.
First of all, the main premise to bear in mind is “Prevention is better than cure!”; it will be helpful to carefully plan and organize our lesson, to have a constant “momentum and feeling of purpose, which keep students’ attention on the task in hand” (Ur, 1996:265). Moreover, this feeling will contribute to our own confidence and ability to win the trust of students. It is very important then to make sure our instructions are clear, assertive and brief, for the students not to have the feeling that thy can get lost, on the other hand, leave a door open to negotiation between students and teacher can be also useful in this respect. It is also enlightened the very importance to be aware and keep in touch with what is going on in our classroom, in order to be able of the prevention of possible problems.
The second slogan proposed is “Do something!” hen the problem is beginning. For this, we should:
Deal with the problem quickly; prevent escalation, don’t be “over-assertive”.
Keep you cool: don’t take things personally.
Don’t use threats; they are often a sight of weakness. Express them as a cause-effect expression and only as real, factual options we should be ready to put in practice, not as a weapon to make an impression or intimidate.
Finally, when the problem has exploded, the priority is to “act quickly-don’t argue!”. Three advises are proposed: In a first moment, sometimes a measured “swift, loud command will do the trick”; but in other moments, to give in is a perfectly respectable option, and put us in a position to fairly demand something from the students in turn; and in a last moment if we are pushed into a confrontation, a way of diverting or sidestepping the crisis can be to make an offer they cannot refuse l9ike postponement, arbitration or compromise.
Unit Five: Discipline problems: episodes.
In this unit, we are given five different episodes of discipline problems and we are asked to critically analyse and discuss them, on the basis of our own experience and knowledge of the subject treated in this module, in order to be able to answer the three following questions:
What caused the problem?
What could the teacher have done to prevent it arising?
Once it had arisen, what would advise the teacher to do?
I will quote the five different episodes and then I will comment on briefly the author’s comments.
Episode 1
The teacher of a mixed class of thirteen-year-olds is working through a class reader in an English lesson. He asks Terry to read out a passage. ‘Do we have to do this book?’ says Terry. ‘It’s boring.’ Some members of the class smile, one says ‘I like it’, others are silent awaiting the teacher’s reaction.
(from E. C. Wragg, Class Management and Control, Macmillan, 1981, p.12)
Episode 2
The teacher is explaining a story. Many of the students are inattentive, and there is a murmur of quiet talk between them. The teacher disregards the noise and speaks to those who are listening. Finally she reproaches, in a gentle and sympathetic way, one student who is talking particularly noticeably. The student stops talking for a minute or two, then carries on. This happens once or twice more, with different students. The teacher does not get angry, and continues to explain, trying (with only partial success) to draw students’ attention through occasional questions.
(adapted from Sarah Reinhorn-Lurie, Unpublished research project on classroom discipline, Oranim School of Education, Haifa, 1992)
Episode 3
The teacher has prepared a worksheet and is explaining how to do it. He has extended his explanation to the point where John, having lost interest in the teacher’s words, begins to tap a ruler on his desk. At first the tapping is occasional and not too much noticeable, but John begins to tap more frequently and more noisily, building up to a final climax when he hits the table with a very loud bang. The class, startled by the noise, falls silent and looks at both John and the teacher to see what will happen.
(adapted from E. C. Wragg, Class Management and Control, Macmillan, 1981, p.18)
Episode 4
The teacher begins by giving out classroom books and collecting homework books.
Teacher (to one of the boys): This book’s very thin.
Boy 1: Yeah, ‘tis, isn’t it
Teacher: Why?
Boy 1: I’ve been drawing in it.
Boy 2: He’s been using it for toilet paper, sir.
(Uproar)
(adapted from E. C. Wragg (ed.), Classroom Teaching Skills, Croom Helm, 1984, p.32)
Episode 5
The students have been asked to interview each other for homework and write reports. In this lesson they are asked to read aloud their reports. A few students refuse to do so. The teacher tells these students to stand up before the class and be interviewed by them. They stand up, but do not relate to the questions seriously: answer facetiously, or in their mother tongue or not at all. The teacher eventually sends them back to their places, and goes on to the next planned activity, a textbook exercise.
(adapted from Sarah Reinhorn-Lurie, Unpublished research project on classroom discipline, Oranim School of Education, Haifa, 1992)
(form Ur, 1996:261)
The author considers that the causes for the problem in episode 1 was probably the fact that the book chosen was indeed boring, and also that this was difficult to prevent. Once the problem has arisen, the advice given is to neutralise the challenge and propose a further discussion on the text later on, with the class or with the challenging student apart, and devote some thought to the selection of texts in the future.
Episode 2 is considered a common situation and the causes of the problem are based, according Ur, on the lack of firm and consistent rules. As a prevention, the teacher should have be more insistent on the rules and cut up each murmur firmly form the start, for the students not to tacitly accept as normal their disobedience and inattention to the teacher. Once at this point, to reverse the situation appears a difficult challenge and it seems to be necessary to hold a serious discussion with the class, in order to agree with them on explicit new ground rules for them to strictly implement them form then on.
Concerning episode 3, the cause of the problem appears to be, in the author’s opinion, the teacher’s over-lengthy explanation, together with the child impatience, and the failure to pick up and stop the disturbance when it started. The author’s advice in this situation is rather than reprimand John, to use silence to instruct the class to start their work, and then go to John separately to make it clear the unacceptability of his behaviour, for him not to repeat it in the future.
Following this, the author concludes that the main problem in episode 4 has been “the teacher’s mistake in getting into an argument with one boy in the middle of an organizational routine involving all the class”, and he should have treated the problem later privately; but once that there is uproar, he should try and regain order and finish the routine to treat the problem of the notebook with the boy alone.
Finally, analysing episode 5, Ur considers that the problem is rooted in the lack of authority of the teacher, and the mistake of permitting undisciplined students to be the centre of attention in the group; on the other hand, the reaction of the teacher is considered as the right one in this situation.
References
- Ur, P. (1996). A Course in Language Teaching. Cambridge. C.U.P
- Sarah Reinhorn-Lurie, 1992, Unpublished research project on classroom discipline, Oranim School of Education, Haifa.
- Wragg, E. C. (ed.) (1984) Classroom Teaching Skills, London and Sydney: Croom Helm.
- Wragg, E. C. (1981) Class Managemet and Control, London : Macmillan
