Characteristics of discipline in education
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Short-term goals are also important, although meeting them must not conflict with long-term goals. There are certain behaviors that are so disruptive or dangerous that they must be stopped immediately, leaving the teaching aspect of discipline for the next step. If children’s actions put them into danger, it is essential to act quickly and decisively. Talking directly to the children involved is much more productive than yelling directions across a room. An emergency situation may require a warning shout, which will be useful if the teacher’s voice is usually calm and controlled. However, teachers who routinely raise their voices in an effort to control a group will find that a raised voice quickly loses effectiveness.
Finding the Cause of the Problem
If the situation is not an emergency, or after an emergency situation is over, you are free to think about the most appropriate discipline approach for long-term goals. This step requires a search for the cause or causes of the discipline problem. Many times you will find several interactive causes of a problem. This means you need to address several causes in order to provide effective help. Discipline that deals only with the symptoms rather than the causes of behavior problems is doomed to failure; the problem behavior will continue to surface until the reason for that behavior is addressed. Too often teachers respond to the behavior instead of the causes (Flicker & Hoffman, 2002). This problem is well demonstrated in schools with posted sets of rules and the pre-planned punishments for breaking each rule.
Finding the Cause of the Problem
If the situation is not an emergency, or after an emergency situation is over, you are free to think about the most appropriate discipline approach for long-term goals. This step requires a search for the cause or causes of the discipline problem. Many times you will find several interactive causes of a problem. This means you need to address several causes in order to provide effective help. Discipline that deals only with the symptoms rather than the causes of behavior problems is doomed to failure; the problem behavior will continue to surface until the reason for that behavior is addressed. Too often teachers respond to the behavior instead of the causes (Flicker & Hoffman, 2002). This problem is well demonstrated in schools with posted sets of rules and the pre-planned punishments for breaking each rule.
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