3rd N7 Cluster Board Meeting

24 March 2010 at Greenwood Primary School

Collation of Check-in Responses by N7 Ps & VPs on
The Skillful Teacher, Chapter 7- Routines & Chapter 8 - Discipline
1 Critical Question
Are we adding value to the child when we prescribe discipline procedures?
Increasingly, we have families who do not support basic discipline of the school and they
put up emotional blackmail against the school via m-Care, the press and MPs. Negative
energy is spent defending the schools position, although the school has gone through
various communications to both child and parents.
How can the Ministry help school leaders to reduce negative energy spent on this, e.g.
how m-Care should function?
How do we get parents to be effectively involved in their childs discipline issues if
they are not keen to be involved?
How can we fully capitalize on school routines to reflect on the learning embedded in
them?
How to get teachers to fulfill their roles and achieve individual and systemic roles?
Behaviour Modification is such a long drawn process can be draining for teachers.
How can we help teachers to manage this?
Does the resistant class (or individual) know how to do what they are (or he is) asked to
do?
Should schools decide on some specific routines for all classes so as not to have
confusion?
Being able to instill good discipline in class requires certain skill set in a teacher. For
teachers without these skills set, will they be able to eventually learn to be a skilful
teacher?
To what extent do we accommodate the behaviour of pupils with emotional or
psychological issues?
Why do we still discipline cases in our schools?

3rd N7 Cluster Board Meeting

24 March 2010 at Greenwood Primary School
Collation of Check-in Responses by N7 Ps & VPs on
The Skillful Teacher, Chapter 7- Routines & Chapter 8 - Discipline
1 Big Idea
Discipline Helping students take responsibility and ownership of rectifying their
misbehaviour
Teachers must be cognizant of the need for a comprehensive and customized approach
to discipline, in view of the background and profile of their students.
Behaviour Modification BM
assumptions
values

goals

procedures/processes

Routines schools, especially primary schools, need to look into classroom routines a
little more. Different routines in different classes/levels can cause confusion.
Discipline in a class sets the foundation to a good lesson. With good discipline, then the
other components can come into play.
Matching it is essential that we know the pupils well before we could help the pupils
through discipline.
Students do not know how much you know until they know how much you care Quality
Relationship is the key to engagement!
Teachers need to be coached on non-verbal cues to maintain discipline to minimize
disruptions to teaching and learning. Discipline shouting, challenging students
Communication of Routines direct, specific, repeated, positive, modeled, practiced and
adhered till integrated
Discipline is the foundation for effective instructional design and delivery
Routines communicate expectations as they add to clarity
Formalise social contract with students to begin the new year or term
Discipline is quite logical
Routines help pupils do the right thing in the long term
Discipline with dignity help pupils to follow principles and practices
Comprehensive approach
sound classroom management
positive classroom climate

establishing routines
familiar with models

Establish school level routines such as greeting, care for schoolmates, furniture, etc.
will create the desired culture. Very critical that all staff are involved so that a positive

3rd N7 Cluster Board Meeting

24 March 2010 at Greenwood Primary School
Collation of Check-in Responses by N7 Ps & VPs on
The Skillful Teacher, Chapter 7- Routines & Chapter 8 - Discipline
1 Big Idea
school tone is created. Children can be conditioned to exhibit desired behaviours
Matching Routines to Purpose before starting the lesson in the classroom, teacher to
begin with
o S quick scan of the environment
o T tell on conditions of classroom and
o A assess on
o R readiness of class
o T then teach
Discipline with love
o Establish root cause of poor behaviour
o Look for good things to say and affirm good effort
o Guide child to reflect on the right thing to do

Then

Now

student

teacher

student
+
motivation

ownership

Climate of High Achievement

teacher
model of
discipline

Discord/Disengagement
quality relationship ~ fair
management ~ clear instruction