SOSHUM JURNAL SOSIAL DAN HUMANIORA, VOL. 2, NO. 3, NOPEMBER 2012
DEALING WITH STUDENTS HAVING DISCIPLINE PROBLEMS Wayan Jendra Ni Wayan Sadiani
Tourism Department and Engineering Department, Bali State Polytechnic
Kampus Bukit Jimbaran, Bali. Telp. +62 361 701981
ABSTRACT. The success of an educational institution depends highly on discipline. It is a believed value, awareness and willingness to comply with the set rules. Some institutions that pay serious attention and implement strict discipline are successful to educate better students. However, for others the importance of discipline is not automatically followed by the practice of implementing it by teachers. Matters contribute to this are the ignorance of the teachers or teachers who are uncommitted, un-skillful and having no expertise to deal with discipline issues. If this is not immediately dealt with, discipline problems will become immense and difficult to be managed. As increasing problem students encountered in teaching as parts of develop society make teaching quite challenging job especially to deal with students’ misbehavior. The study reveals that students’ discipline problems are mostly caused by numerous factors namely: teachers’ permissiveness on time, unpreparedness, lack of role models, lack of control, lack of attention, unfairness, and lack of communication. This paper, then, offers some strategies and alternatives to enhance teachers’ skill dealing with various discipline problems in and outside of the classroom to make teaching more interesting and fun not only for teachers but also for students to create better quality graduates. KEYWORDS: Teacher, students, disciplines INTRODUCTION
Teachers are professional trained to teach academic subject and their training is
extensive. Unfortunately, they are not trained extensively to understand and implement usable
professional and personal strategic attitudes, position, and action which are effective in
getting a child who is not behaving in acceptable ways to do so, so that we can teach – and a
Creating an effective learning environment involves organizing classroom activities,
instructions, and the physical classroom to provide for effective use of time, to create a happy,
productive learning environment, and to minimize behavior problems and disruptions.
Discipline refers to method used to prevent behavior problems or to respond to existing
behavior problems so as to reduce their occurrence in the future.
Perhaps more than any other obstacles in teaching, discipline problem cause teachers
to be less effective than they could be. They can make them give up and quit on some kids.
Discipline problems can cause them to make rules for the majority to control the minority.
They can cause them to be mean, sarcastic and hateful towards some students – and may be
towards the whole class. That’s why discipline problems are so important. In truth, if they
didn’t affect teachers in such destructive ways, they wouldn’t hold on much significant. But
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they do. Even one discipline problem can affect them in a negative way. That’s why their
need to learn and understand more about discipline and behavior is so virtually important
Local education practitioners stressed that discipline and good modeling is the key
success of an education. Discipline is the loyalty to the believed values, including doing
certain work under someone responsibility. Discipline is an awareness and willingness to
comply with social rules and norms. Discipline is the key success to achieve better future.
This is translated from what has been said by Drs. Dewa Merta Sudina, MM. from STISIP
Margarana Tabanan. This 1977 candidate of national discipline personnel further saying that
today everyone is blaming each other. Higher education is blaming SMA and SMA is
blaming SMP, and so on. In fact discipline issues start from family education. In fact
discipline is given from very early start from family, when the children have no contact with
the outside world. Therefore, when the discipline education is given during adulthood, it will
be difficult because they have been contaminated with the outside environment. Moreover,
many examples of undisciplinaries exhibited by those who have power. For example, there is
It is said that the discipline indicators are numerous. Among them are purpose and
ability, modeling and leadership, gratuity, fairness, direct control, punishment, firmness, and
social relationship. From the objective side, it must be idealistic and challenging, leader must
be able to become example on attitude and good deed. If relating to gratuity, it is good to give
satisfaction and love so discipline will be able to improve. It is not less important when
referred to bureaucratization, it seems that direct control does not work at all.
Control on attitude, behavior, moral, and work performance and so forth is needed
badly. It is not enough to talk about but to implement in real life. Mainly, without discipline it
is impossible to develop this country. Therefore, it is expected that all community component
that have children at school or university keep giving control at home. The success of children
starts from home. They only spend their time at school for few hours. Most of their time is at
home. Whatever busy parents, it is expected not to forget giving attention to their children.
Other speaker, Dewa Ayu Hendrawati, also from STISIPO Margarana Tabanan, has said that
this time school children are in the crisis of discipline and modeling. There is no model exist
to be followed. The current leaders are far from becoming good example. Therefore, students
tend to find example and model from television and internet.
Besides having started at home, discipline and modeling must be taught early since
the children start their play group even baby school. Implementation of discipline attitude can
be started from students, teachers, and other education components. Culture of cleanliness,
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clean on oneself, clean in heart, clean in environment, and work culture, get used to work
hard and seriously, and follow the rules (Bali Post, 13 December 2011). LITERATURE REVIEW
There is no magic or charisma that makes a teacher an effective classroom manager.
Setting up a classroom learning environment is a matter of knowing a set of techniques that
any teacher can learn and apply. In the past, an effective learning environment has often been
seen as an issue of dealing with individual student misbehaviors. Current thinking emphasizes
management of the class as a whole in such a way as to make individual misbehavior rare
Teachers who present interesting, well organized lesson, who use incentive for
learning effectively, who accommodate their instruction to students’ level of preparation, and
who plan and manage their own time effectively will have fewer discipline problems to deal
with. Still, every teacher, no matter how effective, will encounter discipline problems
sometimes. Slavin (1986:388) advised the following means of handling these problems when
1. Engaged time or time on –task: the number of minutes actually spent learning, is the
time measure that is most frequently found to contribute to learning. In other words, the
most important aspect of time is the one that is under the direct control of the teacher:
the organization and use of time in the classroom.
2. Using allocated time for instruction: this is the time during which students have an
opportunity to learn. When the teacher is lecturing, students can learn by paying
attention. When students have written assignments or other tasks, they can learn by
doing them. A discussion follows of some common ways in which allocated time can
3. Preventing lost time: making good use of classroom time is less a matter of squeezing
out a few more minutes or hours of instruction each year than of communicating to
students that learning is an important business that is worth their time and effort. If a
teacher finds excuses not to teach, students may learn that learning is not a serious
4. Preventing late starts and early finishes: A crisp, on-time start to a lesson is important
for setting a purposive tone to instruction. If student s know that a teacher does not start
on time, they may be lackadaisical about getting to class on time; this attitude makes
future on-time start increasingly difficult. Teachers can also shortchange students if
they stop teaching before the end of the period. This is less damaging than a ragged or
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late start but it is still worth avoiding by planning more instruction than you think you
will need, in case you finish the lesson early.
5. Preventing interruptions: one important source of lost allocated time for instruction is
interruptions. Anything the teachers can delay doing until after a lesson should be
delayed. For example, if the teacher has started a lesson and a student walks in late, the
teacher should go on with the lesson and deal with the tardiness later.
6. Handling routine procedures: Some teachers spend too much time on simple classroom
routines. For example, some teachers check students by calling them one by one. Other
procedures must also become routine for students. They must know, for example, when
they may go to restroom and not ask to do this thing in other times. Minimizing time spend on discipline: Whenever possible, which is almost always,
disciplinary statements or actions should not interrupt the flow of the lesson. A sharp
glance, silently moving close to an offending student, or a hand signal, such as putting
finger to lips to remind students to be silent, are usually effective for the kind of minor
behavior problem that teachers must constantly deal with, and they allow the lesson to
8. Using engaged time effectively: Engaged time or time on task is the time individual
students actually spend during assigned. Allocated time and engaged time differ in that
allocated time refers to the opportunity for the entire class to engage in learning
activities and engaged time may different from each student, depending on a student’s
attentiveness and willingness to work.
9. Teaching engaging lesson: Part of this strategy is to emphasize active, rapidly paced
instruction with varies modes of presentation and frequent opportunities for students’
participation and to de emphasize independent seatwork, especially unsupervised
seatwork. Research has constantly shown that student engagement is much higher when
the teacher is teaching than during individual seatwork (Evertson & Harris, 1992).
10. Maintaining momentum: Maintaining momentum during a lesson is a key to keeping
task engagement high. Momentum refers to the avoidance of interruptions or
slowdown. In a class that maintains good momentum, students always have something
to do, and once started working, are not interrupted.
11. Maintaining smoothness of instruction: Smoothness refers to continued focus on a
meaningful sequence of instruction. Smooth instruction avoids jumping without
transition from topic to topic or from the lesson to other activities, which produces
“jarring breaks in the activity flow” (Kounin,1970).
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12. Managing transitions: Transitions are the seams of class management at which
classroom order is most likely to come apart. Therefore, when making a transition, the
teacher should give a clear signal to which the students have been taught to respond;
Before the transition is made, students must be certain about what they are to do when
the signal is given; Make transition all at once. Students should be trained to make
transition all at once, rather than one student at a time (Charles, 1989).
13. Maintaining Group focus during lessons: Maintaining group focus is the use of
classroom organization strategies and questioning techniques that ensure that all
students in the class stay involved in the lesson, even when only one student is called
14. Maintaining group focus during seatwork: During times when students are doing
seatwork and the teacher is available to work with them, it is important to monitor the
seatwork activities and to informally check individual students’ work.
15.Withitness: It describes teachers’ actions that indicate awareness of students’ behavior
at all times. Kunin (1970) calls this awareness “having eye in the back of one’s head”.
Teachers who are with-it can respond immediately to student misbehavior and know
16. Overlapping: It refers to the teachers’ ability to attend to interruptions or behavior
problems while continuing a lesson or other instructional activity.
In addition, DeBruyn (1983:20) states that a teacher must never forget that all
behavior has purpose. The students who behave in acceptable ways do so for a reason.
Likewise, the students who behave in unacceptable ways do so for a reason. If teachers would
spend as much time with the reasons for misbehavior as we do with punishments for
misbehavior, more discipline problems would be resolved.
He, then, presents nineteen broad generalizations about discipline. If we keep these in mind,
as we handle discipline problems, it can alter our strategic attitude, position, and action (168).
1. Never think that, because you are having trouble with a student, he or she is adiscipline problem throughout the school. This assumption may, in many instances,
not be true. Often, what is a discipline problem for one teacher may not be for another
teacher. Remember this fact every time you encounter a discipline problem. You may
be surprised that one or many of your colleagues aren’t experiencing any difficulty
with your worst discipline problem. Therefore, ask what colleagues are doing – and
follow their suggestions. Likewise, realize that there is usually one place, with one
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teacher, class, or member of the non-certified staff, where appropriate behavior is the
2. Handling discipline is a personal matter. The student must be treated personally, but ateacher can’t take the misbehavior personally. That’s why discipline problems cannot
be handled publically. They must be handled privately. And effective solution requires
your professional involvement and expertise rather than your personal reaction.
3. All discipline problems require time and a willing attitude about giving time. If you
are beating kids out the door at night, don’t complain about having continuous
discipline problems with the same kids. You will have them. If you are avoiding a
relationship with these students rather than building one, neither student attitude will
4. Discipline problems are best handled by the individual teacher in his or herclassroom. After all, here is where the problem lies – and here is where the two people
who know the whole scope of the problem meet. And it is these two people, teacher
and student, who must work together again. Until you have had a private conference
and given you best effort to resolve the problem, don’t send kids to the office. And if
you don’t send students to the office, don’t dictate to administrators what they should
do. Rather, have administrators utilize their skills and give them room to operate. They
can’t be put in a position where solving one problem creates another.
5. We are going to make mistake in handling students when they misbehave. When we
do, “I’m sorry” can be the first part of our adjustment strategy. Remember, the
behavior you present to students is the behavior you’ll get from them. If you can’t say,
“I’m sorry” following a mistake, your students won’t be able to say it either.
6. Many times teacher reaction to student misbehavior multiplies the teacher’s problem.
Never forget, you are the professional in the classroom. Therefore, you must react
professionally. To be successful, it is just possible that you’ll have to “bite your
tongue” to keep from responding to misbehavior in ways that might be regarded by
others as worse than the student’s misbehavior.
7. Our attitude about ourselves affects student behavior. It takes a mature adult with a
good self-concept to handle a roomful of students – as well as the misbehavior which
occurs there. If you look down on yourself, on teaching, or on the work of the school,
then how you will handle discipline problems will be altered. Then, the stage is set for
failure rather than success in handling misbehavior.
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8. Student behavior may be a reflection of teacher behavior. Remember kids can’t
respond favorably in problem situations unless you do. Like it or not, this is a reality
of living. Therefore, if you are not getting a response you want, check yourself out.
You may find that your words are not putting out the fire, btu fueling it.
9. Our failure to keep things in perspective causes discipline problems. We are teaching
in imperfect world, in an imperfect school, in an imperfect classroom, to imperfect
students. And, we are imperfect too. Therefore, imperfection, not perfection, is the
condition in a school. Sometimes, it is forgetting this reality that gives both our
approach and our action in discipline situations little chance for success from the
10. Never forget, children with problems at school usually have more severe problems athome. That’s s why school and home must work together. These children need our
help and we need theirs. Remember, all is not well for the child having problems at
school. Therefore, when you have a problem, call parents. And don’t wait – or a
bigger problem may result before cooperative efforts can begin.
11. Always keep one thing in mind when handling discipline problems. I’ll help your
balance, perspective, peace of mind, and action if you do. Students with disciplineproblems often dislike themselves and are usually disliked by other students.
Remember, people who do not behave appropriately do not lead happy lives. And
everyone has to have someone in order to enjoy the fruits of living. These kids need
you. With you they can change. Without you, more inappropriate behavior is the
12. Keep in mind that all teacher discipline must promote student self-discipline. If it
doesn’t, we can only expect to work on the same problem with the same students
every day. Therefore, slow down. Then, spend as much time with persuasive teaching
as you do with strict enforcement and you will find kids responding in positive and
13. As you approach discipline problem, keep one probability in mind. Students withdiscipline problems have few, if any, meaningful conversations or relationships withany adults. You must change this reality to change behavior. Therefore, if you assume
the role of boss or immovable authority, or a uncaring stance, you may widen the gap.
Remember, these kids don’t know how to deal with an adult relationship because they
don’t have any. Unless you take them in, therefore, you unintentionally shut them out.
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14. Whether we like it or not, children regarded as discipline problems are ‘rejected’ bythe adult world. If we want to change their behavior in the classroom, changing this
reality is a first step. Remember, inclusion rather than exclusion is a necessity to
change inappropriate behavior to appropriate behavior. You cannot reject students and
change their behavior no matter how you feel. If you do, they will fight you whether
15. Students having adjustment problem usually have a large void in their personal lives.
Usually, this void is other people. Herein lies your power and effectiveness in
changing inappropriate behavior to appropriate behavior. Humans are social beings.
We are not loners. Until you can get students who are discipline problems involved
with others, you can’t get them to accept responsibility towards others.
16. How a teacher handles a discipline problem does affect that teacher’s relationshipwith all of his or her students. Remember, the class watches – and makes judgments –
regarding how you handle misbehaving students. And other students can identify with
classmates when they are in trouble. They can imagine you treating them as you are
treating their classmates. Therefore, don’t let your handling of discipline problems
destroy your relationship with other students.
17. Regardless of your feeling, the human condition seems to reflect, ”If you like me, I
like you. “It also reflects, “ If you don’t like me, I don’t like you.” Therefore, if a childbelieves that a teacher likes him or her, the child will act differently, but may betowards that one teacher. Remember this fact and you may begin to change the
behavior of your worst discipline problem.
18. Make no mistake. Teacher who are approachable have fewer discipline problems.
Remember, if you look down on problems, you automatically look down on the people
who have them. Too, an open door policy does not mean you are approachable. Lots
of teachers talk about their “door always being open” – until someone comes in.
19. Generally speaking, people act as they think you think they will act. That’s why high
expectations are a requirement for changing behavior. Never forget this truth of
learning. It applies to learning appropriate behavior. If you lower your expectations for
some kids, you’ll probably get the behavior you expect. DISCUSSION
Through long observation on discipline as a teacher, the above mention problems did
significantly happen at Bali State Polytechnic. Though students’ discipline has been shaped
and introduced since students’ first day at campus through campus students orientation, yet
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afterward less control undertaken to maintain and improve this discipline condition. Since
discipline is an on-going process, once it is not seriously attended it may become a serious,
As far as the observation is concerned, there are some fundamental discipline
problems that happen at Bali State Polytechnic that need to be seriously solved. They are, to
1. Schedule is not standard. Since there is no one standard schedule we seem to ignore
punctuality because almost each teacher has their own negotiated time with students. 2. Late start and early finish. It has become a custom that to start and finish the class on
time is strange. This belief is practiced by both teachers and students. Since time is
bargainable then there will be uniformity. Everyone interprets their own time. When
this happens there will be no discipline and quality.
3. Lack of planning. Often time that not until the end of the semester teachers have been
running out of material to teach hence letting students to leave earlier or to study by
themselves. Since some are doing this then students will think that to have free time
is right and they will get used to it and bring it to work place.
4. Lack of teacher-students relationship. When the class is finished relationship ends.
Therefore, when students do un-disciplinary problem outside class time nobody cares,
so that problem gets more seriously.
5. Teachers’ ignorant. When the class dismisses, it seems that students are entering
totally different world. They seem to be able to do whatever they want to without the
attention of the attentive teachers. Since less controlled is practiced, this is where
discipline problems start to influent students’ behavior bit by bit.
Having put forward those discipline problems at Bali State Polytechnic, In general,
Charles (1999) stressed out that group and individual classroom behavior is greatly influenced
by how students perceive the teacher. Students assign many different roles to teachers and
expect teachers to present many different images. Sometimes teachers have little choice about
those roles, but normally they have some control over which they will accept and how they
will carry them out. These teacher roles and images include the following (22).
1. Representatives of society. Teachers are seen to reflect values, moral attitudes, and
thinking patterns typical of the community.
2. Judges. Teachers are supposed to judge students’ behavior, character, work and
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3. Sources of knowledge. Teachers are seen as the primary source of knowledge, a
resource from which students can obtain information.
4. Helpers in learning. Teachers are expected to help students learn by giving directions,
furnishing information, removing obstacles to learning, facilitating problem solving,
5. Referees. Students expect teachers to arbitrate and make decisions when class disputes
6. Detectives. Teachers are to oversee security in the classroom, discover wrongdoing,
identify guilty students, and impose penalties.
7. Models. Teachers are to model the best in customs, manners, values, and belief, which
students may or may not elect to imitate.
8. Caretakers. Teachers are to reduce anxiety by maintaining standards of behavior,
regular schedules, and safe environment.
9. Ego Supporters. Teachers are to support student egos by building student self-
confidence and bettering student self-images.
10. Group Leaders. Teachers are expected to lead the class in such a way that harmony
11. Surrogate Parents. Teachers are to be like parents in providing protection, approval,
12. Target for Hostility. When student hostility cannot be appropriately expressed to other
adults, it can be displaced with relative safety onto teachers.
13. Friends and Confidants. Teachers can be talked with and confided in.
14. Objects of Affection. Teachers are to be ideal people, worthy of esteem, affection, and
Further, Kelly (2012) argued that classroom discipline and management causes the
most fear and consternation in new teachers. However, classroom management is a skill that
is not only learned but practiced and refined and readapted daily. Here are ten tips that can
lead to successful classroom management and discipline. These tips can help you cut down on
discipline problems and leave you with fewer interruptions and disruptions.
1. It’s easier and get easier. Many teachers make the mistake of starting the school year
with a poor discipline plan. Students quickly assess the situation in each class and
realize what they will be allowed to get away with. Once you set a precedent of
allowing a lot of disruptions, it can be very hard to start better classroom management
and discipline techniques. However, it is never tough to get easier as the year goes on.
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2. Fairness is key. Students have a distinct sense of what is and what is not fair. You
must act fairly for all students if you expect to be respected. If you don’t treat all
students equitably, you will be labeled as unfair students will not be keen to follow
your rules. Make sure that if your best student does something wrong, they too get
3. Deal with disruptions with as little interruption as possible.
classroom disruptions, it is imperative that you deal with them immediately and with
as little interruption of your classroom momentum as possible. If students are talking
amongst themselves and you are having a classroom discussion, ask one of them a
question to try to get them back on track. If you have to stop the flow of your lesson
to deal with disruptions, then you are robbing students who want to learn of their
4. Avoid confrontation in front of students. Whenever there is confrontation in class
there is a winner and a loser. Obviously as the teacher, you need to keep order and
discipline in your class. However, it is much better to deal with discipline issues
privately than cause a student to ‘lose face’ in front of their friends. It is not a good
idea to make an example out of a disciplinary issue. Even though, other students
might get the point, you might have lost any chance to actually teaching that student
5. Stop disruption with a little humor. Sometimes all it takes is for everyone to have a
good laugh to get things back in track in a classroom. Many times, however, teachers
confused good humor with sarcasm. While humor can quickly diffuse a situation,
sarcasm may harm your relationship with students involved. Use your best judgment
but realize that what some people think as funny others find to be offensive.
6. Keep high expectation in your class. Expect that your students will behave, not that
they will disrupt. Reinforce this with the way you speak to your students. When you
begin the day, tell your students your expectations. For example you might say,
”During this whole group discussion, I expect you to raise your hand and be
recognized before you start speaking. I also expect you to respect each other’s
opinions and listen to what each person has to say”.
7. Over plan. Free time is something teachers should avoid. By allowing students time
just to talk each day, you are setting a precedent about how you view academics and
your subject. To avoid this, overplan. Write additional activities into your lesson
plans just in case your main lesson runs short. When you have too much to cover, you
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will never run out of lesson and you will avoid free time. You can also fill up any left
8. Be consistent. One of the worst things you can do as a teacher is to not enforce your
rules consistently. If one day you ignore misbehaviors and the next day you jump on
someone for the smallest infraction, your students will quickly lose respect of you.
Your students have the right to expect you to basically be the same every day.
Moodiness is not allowed. Once you lose your students’ respect, you also lose their
attention and their desire to please you.
9. Make rules understandable. You need to be selective in your class rules (no one can
follow 180 rules consistently). You also need to make them clear. Students should
understand what is and what is not acceptable. Further, you should make sure that the
consequences of breaking your rules are also and known beforehand.
10. Start fresh every day. This tip does not mean that you discount all previous
infractions, example: if they have three tardies then today means four. However, it
does mean that you should start teaching your class each day with the expectation that
the students will behave. Don’t assume that because Julie has disrupted your class
everyday for a week, she will disrupt it today. By doing this, you will not be treating
Julie any differently and thereby setting her up tp disrupt again (like a self -fulfilling
In a different version, Melissa Kelly (2012) also describes that discipline problems
are listed as the major concern for most new teachers. What can teachers expect and how can
they effectively handle discipline problems?. Classroom management combined with an
effective discipline plan is the key. This step by step look at classroom discipline will help
you see some important steps in dealing with discipline problems that may arise in your
classroom. Here’s her tips of how to deal with discipline problems with examples of
1. Begin each class period with a positive attitude and high expectation. If you expect
your students to misbehave or you approach them negatively, you will get
misbehavior. This is an often overlooked aspect of classroom management.
2. Come to class with prepared lessons for the day. In fact, over plan with your lessons.
Make sure to have all your materials and methods ready to go. Reducing downtime
will help maintain discipline in your classroom.
3. Work on making transitions between parts of lessons smooth. In other words, as you
move from whole group discussion to independent work, try to minimize the
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disruption to the class. Have your papers ready to go or your assignment already
written on the board. Many disruptions occur during transitional times during lessons.
4. Watch your students as they come to class. Look for sign of possible problems before
class even begins. For example, if you notice for heated discussion or problem before
class starts, try to deal with the problem then. Allow the students a few moments to
talk with you or with each other before you start your lesson to try and work things
out. Separate them if necessary and try to gain agreement that during your class
period at least they will drop whatever issue they have.
5. Have a posted discipline plan that you follow consistently for effective classroom
management. Depending on severity of the offense, this should allow students a
warning or two before punishment begins. Your plan should be easy to follow and
also should cause a minimum of disruption in your class. For example, your
discipline plan might be – First Offense: Verbal Warning, Second Offense: Detention
with teacher, Third Offense: Referral.
6. Meet disruptions that raise in your class with in kind measures. In other words, don’t
elevate disruptions above their current level. Your discipline plan should provide for
this, however, sometimes your own personal issues can get in the way. For example,
if two students are talking in the back of the room and your first step in the plan is to
give your students a verbal warning, don’t stop your instruction to begin yelling at the
students. Instead, have a set policy that simply saying a student’s name is enough of a
clue for them to get back on task. Another technique is to ask one of them a question.
7. Try to use humor to diffuse situations before thing get out of hand. Note: Know your
students. The following example would be used with students you know would not
elevate the situation to another level. For example, if you tell your students to open
their books to page 51 and three students are busy talking do not immediately yell at
them. Instead, smile, say their names, and ask them kindly if they could please wait
until later to finish their conversation because you would really like to hear how it
ends and you have to get this class finished. This will probably get a few laughs but
8. If a student becomes verbally confrontational with you, remain calm and remove
them from the situation as quickly as possible. Do not get into yelling matches with
your students. There will always a winner and a loser which sets up a power struggle
that could continue throughout the year. Further, do not bring the rest of the class into
the situation by involving them in the discipline or the writing of referral.
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9. If a student becomes physical, remember the safety of the other students is
paramount. Remain as calm as possible; you demeanor can sometime diffuse the
situation. You should have a plan for dealing with a violence that you discuss with
students early in the year. You should use the call button for assistance. You could
also have a student designated to get help from another teacher. Send the other
students from the room if it appears they could get hurt. If the fight is between two
students, follow your school‘s rules concerning teacher’s involvement as many want
teachers to stay out of fights until help arrives.
10. Keep an anecdotal record of major issues that arise in your class. This might be
necessary if you are asked for a history of classroom disruptions or other
11. Let it go to the end of the day. Classroom management and disruption issues should
be left in the class so that you can have some down time to recharge before coming
In addition, to strengthen the above models, Melissa Kelly (2012) also suggests some
practical and useful tips to deal with discipline problems as follows:
1. Recognize the warning signs of disruption. Obviously this comes with practice of
classroom management. However, some signs are fairly obvious.
2. Sarcasm should be used sparingly if at all. If you do use it, make sure you know the
student who you are using it with well. Many students do not have the capacity to
know that sarcasm is not meant to be taken literally. Further, other students could find
your sarcasm as inflammatory which would defeat your purpose of greater classroom
3. Consistency and fairness are essential for effective classroom management. If you
ignore disruptions one day and come down hard on them the next, you will not be
seen as consistent. You will lose respect and disruptions probably increase. Further, if
you are not fair in your punishments, making sure to treat all students fairly then
students will quickly realize this and lose respect for you. You should also start each
day fresh, not holding disruptions against students and instead expecting them to
4. It’s easier to get easier. Start the year very strict so that students see that you are
willing to do what it takes to have your classroom under control. They will
understand that you expect learning to occur in your room. You can always let up as
SOSHUM JURNAL SOSIAL DAN HUMANIORA, VOL. 2, NO. 3, NOPEMBER 2012
5. Classroom rules must be easy to understand and manageable. Make sure that you
don’t have such a large number of rules that your students cannot consistently follow
CONCLUSION
The above discussion has provided many concrete ways teachers can make a
difference each day in the morale of the school and students. Being teachers, we must be able
to become role models for students in terms of discipline. And to improve students’ discipline
we must start and finish the class on if not in time, we must plan more so we are not lacking
of material to the end of the semester even during daily meeting, we must take good care of
students needed or not, we must always pay close attention to students in and out of the
classroom and finally we must regard discipline problem as negative side yet it must be there
to be properly handled to produce more qualified graduates. BIBLIOGRAPHY
Biehler, R.F. & Snowman J. (1991) Psychology Applied to Teaching. Seven Edition.
Charles, C.M. (1999) Building Classroom Discipline. Six Edition. Longman. New York. DeBruyn, Robert L. (1983) Before you can discipline; Vital Professional Foundations forClassroom Management. The Master Teacher, Inc. Publisher. Menhattan, Kansas,U.S.A.
Kelly, Melissa (2011) Top 10 Tips for Classroom Discipline and Management.
educators.about.com/od/discipline/ht/c. Diakses tanggal 25 Mei 2012.
Kelly, Melissa (2011) How to Handle discipline Problems with Effective ClassroomManagement. educators.about.com/od/discipline/ht/c. Diakses tanggal 25Mei 2012.
Slavin, Robert E, (1997) Educational Psychology; Theory and Practice. Fifth Edition. A
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Whitaker, Todd. Et al. (2000) Motivating & Inspiring Teachers: The educational leader’sguide for building staff morale. Eye on education Inc. Canada.
LLactobacillus GG in the prevention of antibiotic-associated diarrhea in children Jon A. Vanderhoof, MD, David B. Whitney, MD, Dean L. Antonson, MD, Terri L. Hanner, RN,James V. Lupo, PhD, and Rosemary J. Young, RN, MS Objective: The objective of this study was to determine the efficacy of Lac- tion.3,4 Disruption of the microbial flora tobacillus casei sps. rhamnosus (Lactobacillus GG)
[Or, The ethical implications of SQL.]Our paper on the genetic causes of bipolar disorder finally came out last week. has repeatedly said things like ‘we really couldn’t have done it withoutyou,’ though, to tell ya the truth, I have only a limited grasp of the paper’s results, andhave been unable to read it through, due to my lack of background in the world ofgenetics and biology in gener