An AZ of methodology: Discipline

What and why?

One difficulty frequently encountered by teachers of secondary-age students is
the problem of maintaining discipline. There are two main aspects to consider in
this. The first is to ask What kind of discipline do I want?. The key should be to
maintain a purposeful but relaxed atmosphere in the classroom, where certain
students dont disturb other students. This may mean that some so-called
discipline problems are not real problems at all. As long as the overall
atmosphere is conducive to learning, it may not be worth making an issue out of
minor acts of misbehaviour. If students were 100% compliant, we would have
reason to be worried! On the other hand, discipline can, at times, become a
serious problem. The important question to consider here is Why are they
behaving like that?. The cause of discipline problems may lie in difficulties at
home, in school or with friends. These are likely to be beyond your control.
Some causes of discipline problems, however, may lie within your classroom and
you may be able to resolve them.
Practical ideas

If the problem recurs, try to discuss it with the students. Approach the
issue as their problem as well as yours (We've got a problem. Our
lesson / group work, etc. is not working, is it? What can we do about it?).
This can give them a feeling of responsibility. For this, you will need to
listen to their views and be ready to make changes.

If you have a large class, and particularly if it contains students with mixed
abilities, discipline problems may be caused by students who feel left out
or who dont understand what is happening. This may be because the
work that has been set is not suitable for their level of ability. Using group
work and providing different levels of support can help them feel more
involved.

Discipline problems may occur during listening activities. This may be

because some students cannot hear the cassette very well. They may be
lost before the lesson really starts. Tell them to look at the words in the
book while they listen if the room is noisy.

If the students are restless or tired, you could start with some physical
movement.

The pace and timing of the lessons may be too fast for some of the
students and so they get lost, feel they can never catch up, and then begin
to misbehave. These slower students may prefer to work individually.
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Make sure that the work of the weaker students has equal feedback.

Try to bring about more student involvement, especially from those

students who are causing disruption.

To settle students down when they come into the class, you can use music
or regular journal writing. A journal is a book that the students write in
which you do not correct or look at unless invited to do so. The students
may write anything they like about their day, their feelings, the things
they have done, the things they have learnt and so on. Initially, this will
be in the mother tongue but you can encourage them to try to write in
English as the course goes on.

During group or pair work, give extra help to troublesome students.

Changing the seating arrangements can help to reduce discipline

problems. If there is a large empty space between you and the students,
this can make it difficult to create a sense of being a class. If you move
closer to the students, and (where possible) sit with them in a circle, this
can help to focus their attention on the lesson.

Get the troublesome students to work on something you know they are
good at and which will give them a feeling of achievement. You can give
them some other individual responsibility for a term. For example, being
in charge of the exercise box, collecting in homework, helping with the
displays, leading the singing in songs.

Try not to give extra English homework as a punishment; it can create the
view that English is boring or difficult, or both!

See also teaching adolescents.

If discipline becomes a serious problem, the most important point is to

avoid getting into confrontation with the students. This only makes
matters worse. Dealing effectively with serious discipline problems
requires getting the students willingly on your side. Try to remain calm,
but firm.