| 1. Good classroom discipline starts with being fair. | | | | they may not respect you as readily. Be sure to take |
| Make sure that all students get the same punishment | | | | a student aside before confronting him or her. |
| for doing something wrong - even if it is your best | | | | 7. Classroom discipline does not need to interfere |
| student. Conversely, make sure that all of your | | | | with your classroom teaching. You want to deal with |
| students get equally rewarded for good work. Do | | | | classroom disruptions as quickly and smoothly as you |
| not favor a student - other students will see this and | | | | can - you do not want to lose your class momentum. |
| resent you for it and be even less likely to follow | | | | Deal with disruptions immediately. |
| your rules. | | | | 8. Start your plan of classroom discipline out hard. As |
| 2. Make your rules easy to understand. If you want | | | | the school year goes on, you can loosen the reins a |
| excellent classroom discipline, make sure that your | | | | bit. Just remember that it is much harder to start out |
| students understand exactly what is being asked of | | | | as a softy and then try to tighten the reins - |
| them. Do not make a list of 200 rules - no student is | | | | students will still act out. |
| going to remember all of those rules. Instead, think | | | | 9. Do not assume that your class will need to be |
| of the rules that are most important to you and | | | | disciplined. Why not assume the best of your class? |
| enforce those rules. And make sure that you make | | | | Do not assume that you will constantly need to |
| those rules very clear. | | | | enforce some form of classroom discipline or another. |
| 3. Make your consequences easy to understand. | | | | Have high expectations. Assume that your class will |
| Make sure that your students know in advance what | | | | behave. Then teach your students as though you |
| the consequence will be if they break one of your | | | | know they will behave - if your students believe that |
| rules. Make sure that the consequences are just as | | | | you think they are good students, maybe they will |
| clear as the rules. | | | | act like good students. Self-fulfilling prophecy. |
| 4. Be Consistent with your classroom discipline. You | | | | 10. Make sure that you have enough activities and |
| need to make sure that you consistently enforce | | | | lessons to fill a day. Classroom discipline can start to |
| your rules. Your students are not Pavlov's dogs - the | | | | get a little rocky if you have too much free time |
| best way to enforce a rule is to consistently have a | | | | that must be filled. Avoid having free time - this is a |
| punishment for breaking it, not just at random. | | | | time that a class can get disruptive. |
| 5. Use a little humor to enforce good classroom | | | | 11. Treat your students as individuals. Know that |
| discipline. If things are getting a little out of hand, it | | | | what works for one student may not work for |
| may be a good idea to throw in a little joke - there is | | | | another. Just because 9 students understand your |
| not need to throw in the towel. Sometimes all your | | | | rules, it does not mean that the tenth student will. |
| students need is a little humor, a little fun, to get | | | | Students learn in different ways. All students are |
| them back onto track. | | | | different. Individuals have different needs. |
| 6. Try to avoid confronting a student in front of his | | | | 12. Use positive rules of classroom discipline. For |
| or her peers. You do not want your student to look | | | | instance, instead of having all of your rules say what |
| bad in front of his or her peers and friends - you will | | | | your students should not do, have rules that state |
| be resented for it. Also, every confrontation has a | | | | what they should. Instead of, "Do not speak unless |
| winner and a loser, and if your students think that | | | | called on," say, "raise your hand if you have a |
| you do not look like the winner in a confrontation, | | | | question. |