literature review: schoolwide and classroom discipline
TRANSCRIPT
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7/27/2019 Literature Review: Schoolwide and Classroom Discipline
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Literature Review- TPA Domain E
Name: Lara Landry
Author: Kathleen Cotton
Title: Schoolwide and Classroom Discipline
Journal or Text: School Improvement Research Series: Research You Can Use
Year: 1990
Pages: 26
Main idea(s) Supporting Evidence
The Annual Gallup Poll ofthe Public's Attitudes Toward
the Public Schools has
identified "lack of discipline"as the most serious problem
facing the nation's
educational system.
Well-disciplined, smooth-
running school environments
are not the product of chance.
Effective and ineffectivemanagers did not differ
greatly in their methods for
dealing with disruption.Instead, effective managers
School personnel, students, and parents call attention to the highincidence of related problems in school environments--problems
such as drug use, cheating, insubordination, truancy, and
intimidation--which result in countless school and classroomdisruptions and lead to nearly two million suspensions per year
(Harvard Education Letter 1987). American classrooms are
frequently plagued by other, more minor kinds of misbehavior thatdisrupts the flow of classroom activities and interfere with learning.
Approximately one-half of all classroom time is taken up with
activities other than instruction, and discipline problems are
responsible for a significant portion of this lost instructional time.
There are a list of elements commonly found in safe, orderly, well-managed schools:
Commitment to establishing and maintaining appropriatestudent behavior as an essential precondition of learning.
High behavioral expectations. Clear and broad-based rules. Warm school climate. A visible, supportive principal. Delegation of discipline authority to teachers. Close ties with communities.
Effective managers are those teachers whose classrooms were
orderly, had a minimum of student misbehavior, and had high levelsof time-on-task. Effective classroom managers have the following
skills:
"Withitness"
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are found to be much more
skilled at preventingdisruptions from occurring in
the first place.
Cooperative learning reduces
the incidence of misbehavior.
Humor encourages attentionand decreases disruption.
Educators need to be aware
of the strategies research has
shown to be ineffective, inpart because this knowledge
can assist them in planning
local programs because someof these practices continue to
be widely used.
Overlapping Smoothness and momentum in lessons Group alerting Stimulating seatwork
Additionally, effective classroom managers:
Hold and communicate high expectations for student learningand behavior.
Establish and clearly teach classroom rules and procedures. Specify consequences and their relation to student behavior. Enforce classroom rules promptly, consistently, and
equitably.
Share with students the responsibility for classroommanagement.
Maintain a brisk pace for instruction and making smoothtransitions between activities.
Monitor classroom activities and providing feedback andreinforcement.
Cooperative learning structures can increase student taskengagement, acquaint students with the benefits of working together,
and ease the tensions that sometimes arise among racial/ethnic
groups.
The work of researchers Ornstein and Levine has revealed that it is
beneficial for teachers to use humor to hold student interest andreduce classroom tensions.
Ineffective practices include:
Vague or unenforceable rules. Teachers ignoring misconduct. Ambiguous or inconsistent teacher responses to misbehavior. Punishment which is excessive or which is delivered without
support or encouragement for improving behavior.
Corporal punishment.