Content

• Steps
• Method 1 of 3: Establishing and Implementing Classroom Rules
• Method 2 of 3: Applying the Positive Discipline Method
• Method 3 of 3: Involving the Class in Problem-Solving

When you are in charge of an entire class of children, it can sometimes be difficult to give each of them their due attention and at the same time not to lose control of all students as a whole. Many teachers develop their own alternative methods of parenting and managing students, including introducing classroom rules at the beginning of the school year and monitoring them thereafter. In addition, the technique of positive discipline is quite popular, which relies more on rewarding the right actions and deeds than on negative impact in the form of punishment or censure.Finally, there are many teachers who advocate engaging the entire class in solving pressing problems so that all students can see that their opinions are being listened to and learn to understand the value of conscience and self-reliance in solving problems.

Steps

Method 1 of 3: Establishing and Implementing Classroom Rules

1. 1 Develop basic classroom rules. Come up with at least 4-5 simple classroom rules and write them down. You will use these rules to control students and set boundaries for acceptable behavior.
   • The following rules are possible: all students must enter the classroom on time and ready to learn; all students should listen carefully to the teacher and raise their hand to ask questions; everyone should understand the consequences of skipping class or being late for class.
   • You may also have a rule about "fair play" with classmates and the need to show respect and listen when they speak. The general list of rules should contain at least one or two that are directly related to discipline and acceptable behavior in relation to classmates.
2. 2 On the first day of class, familiarize students with the rules and let them know that you expect them to be followed. Start the school year by printing out the rules and distributing them to all students. The rules can also be hung on a stand or posted in a closed group created for the class on a social network so that they are at hand at any time during the school year. Explain to your students that you expect them to adhere to these guidelines and to make an effort to ensure that everyone in the class follows these guidelines.
3. 3 Discuss the negative and positive consequences of not following or following the rules. You must clearly explain to students the negative consequences of inappropriate classroom behavior. For example, if one student interrupts another student when he is responding to the teacher, this is considered inappropriate behavior, for which you can make a stern remark. A student's refusal to share something (pencil, pen) with a classmate can also be considered a violation and lead to a decrease in the grade for work in the lesson. Explain possible situations in which student behavior would be considered inappropriate or in violation of the rules.
   • In addition, you should explain to the class the positive consequences of following the rules, such as verbal praise or winning a prize. You can also use an asterisk system, in which the following student receives an asterisk next to their name in the class list. Group rewards can also be effective. For example, every time students are behaving well, interacting well with each other, and following the rules, you can put a glass ball in the jar. If the can fills up with balloons to a certain level, the whole class will go on an excursion or other activity.
   • When you explain the rules and your expectations, you need the students to show their agreement with them - either verbally or by raising their hand. This will make the class commit to adhere to the rules.
4. 4 During the first week of class, provide a copy of the rules to each student's parents. By doing this, you will notify the parents of the classroom rules and the parenting measures you are using. If a student gets out of control, his parents may also be involved in educational measures, so it will be useful for them to familiarize themselves with the rules of conduct in the class in the first week of class.
   • You can also ask the parents to revisit the classroom rules at home with the children to ensure they are fully understood. Doing so will also signal to students that the parents know and approve of the classroom rules.
5. 5 Remind students of the rules on a regular basis. Children respond well to a fair and consistent teacher and often learn by example.Remember to remind your students about the classroom rules once a week so they can learn them better.
   • In addition, it is important to ask if the students have any questions regarding the existing rules. For example, students may find that some rules need more specificity or some amendments. Be prepared for an open discussion of the rules and allow students to express their opinion. While you may ultimately decide not to make adjustments to the rules, this open approach will show students that you respect their opinions and you that they think critically about the rules.
6. 6 Put your rules into practice. Whenever a problematic situation arises in the classroom, use established guidelines and remind students of your expectations. Don't be afraid to be strict with the rules: this is the only way to really achieve it. Be prepared to apply appropriate penalties to violators, but do not get angry or yell at students. Punishments should be such as to make the offender reflect on his behavior and its consequences, and not shame or humiliate him.
   • In addition, throughout the school year, one should not forget about the positive consequences of following the rules, both by individual students and by the whole class. By doing this, you will remind the class that the rules are set not only to suppress bad behavior, but also to reward good behavior.

Method 2 of 3: Applying the Positive Discipline Method

1. 1 Understand the difference between punishment and positive discipline. Positive discipline is an approach to parenting that uses positive alternatives and nonviolent parenting methods to demonstrate respect, reward good behavior, and correct bad behavior. Unlike punishment, positive discipline methods do not appeal to shame, ridicule, or aggressive or violent behavioral interventions. These educational measures are based on the fact that students respond better to a positive approach, which implies the right to choose, negotiate, discuss and reward.
   • As a teacher, positive discipline methods can help you gain more control in the classroom by encouraging students to make their own choices and decisions rather than trying to get them to behave. This type of upbringing is able to establish a peaceful atmosphere in the classroom for a long time, as students learn to independently correct themselves and solve problems that arise in the classroom.
   • Focus on redirecting unwanted behavior rather than punishing it.
2. 2 Remember the seven principles of positive discipline. Positive discipline as an educational approach is based on seven key principles that can be used as classroom rules for you as a teacher and leader. These seven principles are:
   • treat students with respect;
   • develop students' social skills and encourage self-discipline;
   • maximize children's participation in class-wide discussions;
   • respect the quality of life of each individual child and their developmental needs;
   • respect the child's life views and the sources of his motivation;
   • foster honesty and fairness in students by demonstrating equal treatment of all without any discrimination;
   • to promote the development of solidarity among students in the class.
3. 3 Follow the four steps of positive discipline. Positive discipline builds on a four-step approach that identifies and rewards appropriate student behavior in the classroom. You can apply these steps to individual students or to the class as a whole.
   • First, explain what appropriate behavior you expect from a particular student or from the entire class.For example, if you are trying to calm the class down, you might say, "Please be quiet."
   • Second, provide a rationale as to why such behavior should be considered appropriate. For example, say, "We are about to start an English lesson, so it is very important that everyone listens to me carefully."
   • Third, ask students to confirm that they understand the need to behave correctly. For example, ask: "Do all of you understand why it is important to calm down now?"
   • Fourth, reinforce the correct behavior by eye contact with students, a nod, or a smile. Good classroom behavior can also be reinforced by letting the students go for recess five minutes early, or by adding another glass bead to the jar. If you reinforce the good behavior of an individual student, you can give him an additional plus or mark him with an asterisk.
   • Be sure to reward good behavior promptly and clearly. You should make the children feel that their team is winning and praise individual students for good team behavior.
4. 4 Put measures of positive discipline into practice. When putting into practice measures of positive discipline, use a 4: 1 ratio. This means that for every comment about inappropriate behavior, you should try to mark four times the good in the class's behavior. Keep this proportion consistently, as it will show your students that you are more interested in correct behavior and rewarding than punishment.
   • Remember that positive discipline methods may not work well if you do not reward good behavior quickly and clearly enough. Remember to always encourage appropriate behavior.
   • Try to place more emphasis on the task rather than its behavior. Focus on positive things like keeping quiet and respecting each other, rather than asking you to stop talking and yelling. For example, you might tell class members, “It’s important that you be quiet — this is

will be respectful towards those who are now in charge. " This is better than, "You need to stop chatting and concentrate."

1. 1
   • Don't take inappropriate behavior personally. Pupils are not robots: sometimes they are overwhelmed with emotions, and they need to learn how to cope with them.

Method 3 of 3: Involving the Class in Problem-Solving

1. 1 Start a problem book and a solution book. Take two blank notebooks and sign one “Problems” and the other “Solutions”. The first notebook will be used to record any questions and problems regarding the class, and the second will be used for possible answers and solutions. You will work with the class to discuss the questions on the Problem List so that you can work out possible solutions and put them on the list.
   • This approach to parenting, called democratic parenting, helps develop critical thinking in the classroom and encourages students to actively participate in finding solutions to various problems and issues. As a teacher, you will guide discussion and make suggestions, but you will also strive for students to share their ideas and opinions.
2. 2 On the first day of class, explain the purpose of the task list. Show students both exercise books on the first day of class. Start by explaining that your class respects and listens to all students. Also communicate that throughout the school year, you will rely on the collective opinion of the class to solve questions and problems. Tell them that you will be guiding these discussions, but that you want students to understand that they can discuss problems and come up with their own solutions.
   • As an example, you can demonstrate to students one of the problems that another class faced last year and was entered in the corresponding notebook.For example, you might want to discuss the problems that the students had in building the class before going to the cafeteria. Some students pushed and climbed forward when it was necessary to line up, while others were offended.
3. 3 Ask the class to come up with solutions for an example problem. Ask class members about how you can build up by being respectful to each other. As students come up with possible solutions, list them on the chalkboard. Write down absolutely all ideas, even if some of them seem ridiculous or impracticable.
   • For example, you may hear suggestions such as calling students to line up in alphabetical order, letting the boys line up first, telling students to run to the beginning of the formation who is faster, or calling them in random order.
4. 4 Analyze the different solutions. Tell the class that since you have stated the problem, you will analyze the pros and cons of each proposed solution and choose one to try it out for a week. Explain to students: “Whoever has a problem chooses a solution for him.” Analyze each solution out loud so the class can hear your arguments.
   • For example, your line of reasoning might be: “If I allow the boys to line up in front of the girls, then the girls may be offended, but we do not need this. If I call you in alphabetical order, then those whose last names begin with the letter A will always be the first. If I allow you to run at speed, it will be a shame for those who run slowly to always remain at the end, and besides, you can easily get injured. Therefore, I will choose the challenge at random. "
   • Apply your chosen solution over the next week as you build the classroom for lunch, and before building, say, "Who remembers our decision about how to build?" or "Raise your hands if you remember how we decided to build." This will reinforce your decision and show your students that you are ready to put it into practice.
5. 5 Use the problem notebook and solution book throughout the school year. Now that you have explained to the students the meaning of these notebooks, encourage them to use them to write down any problems that arise and to discuss possible solutions with the whole class. Check your problem book daily and bring up an appropriate discussion.
   • Tell the student who wrote down the problem to ask classmates for possible solutions. When the student has 3-4 options, help him choose the most suitable one so that he can try it during the week. Validate the decision by asking the class to remind you of it during the week and refer to the student who adopted it by name.
   • At the end of the week, talk to this student and ask them to tell the class how good or bad the chosen solution was. If he says that the solution was successful, you can ask him to decide whether he will use it in the future. If the decision was unsuccessful, help the student come up with a better solution or change something in the previous decision so that it works.
   • This will give students the opportunity to develop their own solutions and deal with problems with awareness and critical thinking. In addition, you will be able to maintain the discipline in an open and productive way and show students in practice that there are several potential solutions to every problem.