Classroom Discipline

……………………………………………………………………………………………
!? Activity 1. What do you think the characteristics of a disciplined classroom are? Compare your
answers with the suggestions below1. Use ‘++’ for those you agree with without reservations, ‘+’ for
those you agree with but not entirely, and ‘?’ for those you have strong reservations:

1. Learning is taking place.

2. It is quiet.

3. T is in control.

4. T and SS are cooperating smoothly.

5. SS are motivated.
6. The lesson is proceeding according to plan.
7. T and SS are aiming for the same objective.
8. T has natural charismatic ‘authority’.

CONCLUSION:
The question of the relationship between discipline and learning in a lesson is a crucial one. In a
disciplined classroom it is easier to activate SS in the way the T wants and the time will be spent on-
task, rather than wasted on organisational problems or disruptive behaviour. The learning value of the
activities themselves is also very important, otherwise learning does not take place, no matter how
cooperative the class is.
The ultimate goal of classroom discipline maintained by the T is the SS’ ability to self-
discipline as this aspect shows the maturity of the learner.
…………………………………………………………………………………………………………….

Factors that contribute to classroom discipline

Some important factors that contribute to classroom discipline and are potentially within the control of
or influenced by the teacher are:
• classroom management (i.e. good organisation of the lesson / class)
• choice of an appropriate methodology

• fostering of interpersonal relationships (T↔SS, S↔S)

• good lesson planning
• (raising) SS’ motivation

1
Penny Ur, 1995, “Possible characteristics of a disciplined classroom”, in A Course in Language Teaching, CUP, p.260.
1
…………………………………………………………………………………………………………….
!? Activity 2. Take a look at the practical hints for teachers on classroom discipline listed below.
a). Can you pick out at least one example that has to do with each of the factors mentioned
above?
b). Decide which are the ten most important for you.

Practical hints for teachers on classroom discipline

1. Start by being firm with SS: you can relax later.

2. Get silence before you start speaking to the class.

3. Learn and use the SS’ names.
4. Prepare the lessons thoroughly and structure them firmly.
5. Be mobile: walk around the class.
6. Start the lesson with a ‘bang’ and sustain interest and curiosity.
7. Speak clearly.
8. Make sure your instructions are clear.
9. Have extra material prepared (to cope with slower / faster-working SS).
10. Look at the class when speaking and learn how to ‘scan’.
11. Make work appropriate to pupils’ age, ability, cultural background.
12. Develop an effective questioning technique.

13. Develop the art of timing your lesson to fit the available period.
14. Vary your teaching techniques.
15. Anticipate discipline problems and act quickly.
16. Avoid confrontations.
17. Clarify fixed rules and standards, and be consistent in applying them.
18. Show yourself as supporter and helper to the SS.
19. Don’t patronise SS, treat them with respect.
20. Use humour constructively.
21. Choose topics and tasks that will activate SS.
22. Be warm and friendly to the SS.
…………………………………………………………………………………………………………….
Disruptive behaviour

1. Agreeing upon a code of conduct

At some stage of their lives all teachers encounter disruptive behaviour – a S or SS whose behaviour
gets in the way of the class. Such outbursts are frequently hostile to the T or the other SS and they can
be difficult to deal with.

2
 Disruptive behaviour is not confined to one age group. Eleven-year-olds can become incredibly
unruly and noisy, and adolescents may become completely unresponsive and uncooperative. Adult SS
are disruptive in different ways. They may publicly disagree with the T or try to become the class
character to the detriment of their peers. There are lots of ways of disrupting a class!
One way of avoiding most disruptive behaviour (though not all) is by the T making sure that all
the SS know ‘where s/he stands’. Somehow the T and the SS have to agree upon a code of conduct.
With many adult classes this is an unspoken arrangement; with younger SS it has to be spelled out /
explicitly explained and discussed and agreed upon. A code of conduct involves the T and SS in forms
of behaviour in the classroom. Certain things do not comply with such forms of behaviour (e.g.
arriving late, interrupting other SS when they speak, forgetting to do homework, not paying attention,
speaking rudely to the T and other SS, etc.). Where a code of conduct is established, both the T and the
SS will recognise what acts are considered outside this code.
The establishment of this code of conduct will be done differently, depending on the age of the
SS. With adults the T discusses the norms of behaviour that should apply; with younger learners,
however, the T may need to be a bit more dictatorial – although here too the agreement of the class
about what the code should be will greatly improve the chances of success.

2. Causes of discipline problems

There seem to be three possible reasons for discipline problems: the T, the SS, and the institution.

a). The teacher

The behaviour and the attitude of the T is perhaps the single most important factor in a classroom, and
thus it can have a major effect on discipline. Here is a list of things that teachers should probably not
do if they want to avoid problems:

* Don’t go to class unprepared!

SS automatically identify teachers who are not sure what to do in the classroom. Particularly for
those classes that might cause trouble, the T has to appear to be well prepared and knowledgeable
about the subject.

* Don’t be inconsistent!
If the T allows SS to come to class late without taking action one week, they cannot be reproached
for doing the same thing again the week after. Teachers have to be consistent about what the code
of conduct is, otherwise the SS will lose respect for it! Moreover, teachers have to comply with the
rules stipulated by the code commonly agreed upon.
3
 * Don’t issue threats!
Teachers who threaten SS with terrible punishments and then do not carry the out are doing both
the class and themselves a disservice. Hopefully threats are not necessary, but it is absolutely fatal
to say that some action is going to be taken if it is not.

* Don’t raise your voice!

One of the great mistakes of many teachers is to try to establish control by raising their voices and
shouting. This almost always has disastrous consequences for it contributes to a general raising of
the level of noise in the classroom. Very often a quiet voice is far more effective.

* Don’t give boring classes!

SS find it important that classes should be interesting. It seems true that perhaps the greatest single
cause of indiscipline is boredom. Interested SS do not misbehave in the same way.

* Don’t be unfair!
Most teachers have SS that they like or dislike more than others, but a major part of their job is not
to show these preferences and prejudices in the classroom (teachers should always try to avoid
having favourites or picking on particular individuals).

* Don’t have a negative attitude to learning!

A T who does not really care and who is insensitive to the SS’ reactions to what is happening in the
classroom will lose the respect of the SS – the first step to problems of disruptive behaviour.

* Don’t break the code!

If part of the code is that the SS should arrive on time, then the T must too. If there is a ban on
chewing gum, then the T should not chew gum. If homework must be handed in on time, then it
must also be corrected promptly. A T who behaves in a way that is considered anti-social and
which is disapproved of if imitated by the SS will destroy the code of conduct, for this code either
exists for the group as a whole (including the T) or it does not exist at all.

b). The students

A T who does everything to avoid trouble may still have problems because of the SS, and all practising
teachers know that while one group may cause no trouble, another may be difficult to handle.

4
 There are a number of reasons why SS behave badly. Below a few of these are mentioned:

* Time of day.
The attitude of the SS is often affected by the time of day when the class takes place. Tiredness at
the end of a long day of study may result in lack of concentration and attention. Early morning
classes may cause SS to be sleepy; classes after lunch are often full of drowsy SS. The T must take
these factors into account when planning the class.

* The S’s attitude.

A lot depends on how the S views the class, the T, and the subject being learnt. Therefore, it is
important for these to be seen in a positive (or at least neutral) light. If the class is interesting – if
the SS can become interested even against their better judgement, a lot of the discipline problems
will disappear.

* A desire to be noticed.
Most teachers are familiar with SS in their classes who demand attention and who are quite
prepared to be disruptive in order to gain the recognition they need. It seems somewhat short-
sighted, then, to label such bad behaviour as in some way wicked and punish it harshly. Much
more important is the possibility of channelling this behaviour and involving the S; if recognition
is what is needed, then the T should try to make sure that it can be given within the context of the
language class.

* Two’s company.
Two SS being disruptive together are far more effective than one! They may encourage each other
in their anti-social behaviour and gradually influence the whole group. Action in such cases has to
be taken fairly quickly, and much can be achieved if SS are reseated, if the troublemakers are
separated, and if particularly disruptive SS are made to sit at the front desks (within the T’s
immediate ‘eye span’).

c). The institution

A lot depends on the attitude of the institution to disruptive student behaviour. Ideally there will be a
recognised system for dealing with problem classes and individual SS. It is to be hoped that the T can
consult form teachers and school headmasters when in trouble, and that cases of extremely bad
behaviour can be acted upon by such people.
If the institution does not have a recognised policy for dealing with discipline problems, it is up to
the T to press for such a system. Ultimately, a S who causes severe problems has to be handled by the

5
school authority rather by teachers on their own and it is, therefore, in the T’s interest that there is a
coherent policy.
Teachers should be careful about showing that they disagree with the policy of the institution
(where they do) since this can have a bad effect generally on the classes. Teachers who disagree about
things like the choice of a textbook, for example, should not show this disagreement too openly to the
SS, but work with the administration to have the decision changed.

3. Dealing with discipline problems

The following practical recommendations focus on the prevention and treatment of discipline
problems as they may arise in class.

a). Preventative strategies (i.e. preventing the problem to arise):

* careful planning and organisation of the lesson;
* clear instructions – so that the SS know exactly what they are supposed to do;
* keep in touch – the T should always be aware of what is going on in all quarters of the
classroom, keeping his / her eyes and ears wide open. This discourages deviant activity and
encourages the SS to do their work well.

b). When the problem is beginning. In principle, it is advisable for the T to respond immediately and
actively to any incipient problem s/he detects.
* deal with it quietly – a quiet but clear-cut response usually stops the deviant activity (e.g. a
harsh look at the problematic S, a sudden raise of voice while looking at the disruptive S, a
move towards this S’s desk and a tap on the shoulder without stopping the class, even stopping
the class and re-instructing the SS on the rule they have to comply with during the activity /
reseating them, etc.)
* do not take things personally – this is sometimes difficult to obey, but nevertheless
important. Even if the T is sure that the remark / criticism was meant personally, s/he should
relate to it as if it was not. Do not let the S pull you into personal conflict!
* do not use threats, unless you are ready to put them into practice – the threats should not
become a weapon to make an impression or intimidate; if used too often, they will soon be
disregarded by the SS.

c). When the problem has exploded.

* explode yourself - but do not lose your temper or become personally aggressive. This cannot
be done too often, or it loses its effect.
* give in – not to be used too often.

6
 * make the SS and offer they cannot refuse – such as postponement (‘We will discuss about
this after the class’), compromise (‘You are right / You may be right, but for the moment
let’s….We will discuss about this later’), arbitration (‘I will contact your form master / the
school headmaster / your parents … and together with you we will see what the problem is /
what we can do about it…’).
…………………………………………………………………………………………….

!? Activity 3.
Discipline problems: Analysing episodes.
Considering the comments and suggestions above, read through the descriptions of the five episodes
below and discuss the following questions:
• What seems to have caused the problem?
• What could the T have done to prevent it arising?
• Once it has arisen, what would you advise the T to do?

Episodes: Discipline problems2

Episode 1
The T of a mixed class of thirteen-year-olds is working through a class reader in an English lesson. He asks Terry
to read out a passage. ‘Do we have to do this book?’ says Terry. ‘It’s boring.’ Some members of the class smile,
one says ‘I like it’, others are silent awaiting the T’s reaction.

Episode 2
The T is explaining a story. Many of the SS are inattentive, and there is a murmur of quiet talk between them. The
T disregards the noise and speaks to those who are listening. Finally she reproaches, in a gentle and sympathetic
way, one student who is talking particularly noticeably. The S stops talking for a minute or two, then carries on.
This happens once or twice more, with different SS. The T does not get angry, and continues to explain, trying
(with only partial success) to draw SS’ attention through occasional questions.

Episode 3
The T has prepared a worksheet and is explaining to the SS how to do it. He has extended his explanation to the
point where John, having lost interest in the T’s words, begins to tap a ruler on his desk. At first the tapping is
occasional and not too noticeable, but John begins to tap more frequently and more noisily, building up to a final
climax when he hits the table with a very loud bang. The class, startled by the noise, falls silent, and looks both at
John and the T to see what will happen.

2
Ibidem, Box 18.5, p. 269.
7
 Episode 4
The T begins by giving out classroom books and collecting homework books.
T (to one of the boys): This book’s very thin.
Boy 1: Yeah, ‘tis, isn’t it…
T: Why?
Boy 1: I’ve been drawing in it.
Boy 2: He’s been using it for toilet paper, sir.
(Uproar.)

Episode 5
The SS have been asked to interview each other for homework and write reports. In this lesson they are asked to
read out their reports. A few SS refuse to do so. The T tells these SS to stand up before the class and be
interviewed by them. They stand up, but do not relate to the questions seriously: answer facetiously, or in their
mother tongue, or not at all. The T eventually sends them back to their places, and goes on to the next planned
activity, a textbook exercise.

COMMENTS3:
Episode 1
The causes of this were, possibly, that the book is indeed boring, coupled with Terry’s wish to disrupt, challenge,
or simply take a break from routine. Apart from choosing a different text, it is difficult to see how the T could
have foreseen or prevented the incident. Now the priority is to neutralize the challenge and get the class back on
task. I would say something like: “Yes, we do have to do this book; we’ll discuss whether it’s boring later.” – and
get someone else to go on reading. I would, however, as promised, discuss the book later with the class or with
Terry himself, and devote some thought to the selection of the next text.

Episode 2
This situation is a very common one, rooted in lack of firm and consistent rules in the classroom, on the T’s failure
to insist on them. The result is that a number of SS are getting little or no learning value from the lesson. The T
should have insisted on quiet and attention from the start, and stopped each murmur as it began. Possibly she is
afraid of losing popularity; her reproaches, when they occur, lack ‘attack’, they are rapidly disregarded and the
result is that constant inattention and chat are tacitly accepted as norms.
To reverse the situation when it has got as far as this is extremely difficult. It may be necessary to hold a
serious discussion with the class, agree with them on explicit new ground rules and then insist strictly on their
implementation from then on.

Episode 3
Here, the incident was caused by the T’s over-lengthy explanation, the child’s impatience, and the failure of the T
to pick up and stop the disturbance when it started. Most people’s intuitive reaction would be to reprimand John;
but probably a more effective response would be to use the silence to instruct the class firmly to start working on

3
These comments are given by the author herself, in op. cit. p. 270.
8
 the worksheet, promising to deal with any further problems in response to raised hands. Once the class is working,
the T could go to John, make it clear that his behaviour is unacceptable, but that the incident is now over and he
should be working. A further word or two after the lesson may make it less likely that he will repeat the behaviour.

Episode 4
The immediate cause of this incident, given the confident and cheeky character of members of the class, was the
T’s mistake of getting into an argument with one boy in the middle of an organisational routine involving all the
class – an argument which escalated rapidly into a full-class disturbance. He should have finished distributing and
collecting books and dealt with the notebook problem later, privately. Now that there is uproar, he should
immediately abandon the individual problem, and devote his efforts to regaining order and finishing the book
collection and distribution as quickly as possible. The problem of the mutilated notebook may be taken up again
after the lesson with the boy alone.

Episode 5
The cause of this was the lack of authority of the T (her inability to demand and get student obedience), and the
mistaken tactic of allowing obviously undisciplined SS, in a group, to take over centre-stage. What I usually do if
SS do not want to read aloud something they have written is take it and read it aloud myself; they accept this
because I can make it sound much better than they can, and my main objective (displaying SS’ work to each other)
is gained.
Given the very uncomfortable situation of SS actually making fun of a teacher-directed learning task, the
reaction of stopping it and going on to the next bit of lesson was the right one, although late. Certainly, however,
the T should talk to the SS later, one at a time, in order to make it clear that this behaviour was unacceptable and
try to prevent a recurrence.
…………………………………………………………………………………………………………….