Running head: MYTHS ABOUT

Myths About Student Discipline: Article Review Amy Smith Education 4850 Keith Roscoe September 19, 2013

MYTHS ABOUT

Teachers cannot meet the schools academic priorities in a chaotic, dangerous, or unproductive environment (Boyd, 2012, p. 63). This quote is from an article called 5 Myths About Student Discipline written by Laurie Boyd. Teachers and administrators alike, struggle with behavior problems in a school, but see them from different angles: teachers often viewing administrators as not supportive enough, and administrators viewing teachers as not effective enough. In order to make schools the best place they can be, teachers and administrators must work together to develop a discipline system that works for the whole school as ignoring the need for a comprehensive, consistent approach to student behavior is like sending teachers to deliver the academic program in utter darkness, wearing muzzles (Boyd, 2012, p. 62). Classroom management is the most important aspect of teaching before effective learning can occur and this article discusses the reality of five myths. It is up to us, as teachers, to work along with administrators, to develop the necessary tools to become expert disciplinarians, yet work within a school-wide discipline system. Article Summary Classroom management is an area of teaching where there are more teachers who need help, than those who do not (Boyd, 2012). This means that teachers are being misled in their beliefs concerning this topic. The article discusses these topics through five common myths regarding disciplinary actions and students. These myths include: if your lessons are engaging, you wont have discipline problems; teachers need to find their own style of discipline; effective teachers do not have power struggles with students; a school leaders attention needs to be on instruction, not discipline; and lastly that the school code of conduct is an adequate building discipline system. Boyd discusses how it is important to have a school-wide discipline system that

MYTHS ABOUT

encompasses administrative support as students enjoyment and productivity throughout school is her top priority. Discipline needs to control dangerous or unproductive environments so that success can be reached. Bennett and Smilanich agree in saying that the ability of the teacher and all school staff to prevent and respond to student misbehavior will determine whether or not meaningful classroom learning will, in effect, occur (1995, p. 17). Effective teachers will plan engaging lessons that will help to decrease behavioural problems, but they will not guarantee the attention of every student all of the time. There will be students who are off-task and disruptive. Student behaviour is influenced by many factors that include the lesson itself; if the student likes their teacher; others in the classroom; their emotions and thoughts; previous success; and the social dynamic created by their peers (Boyd, 2012). A teacher has many responsibilities to achieve each day that can and will be affected by student behaviours, and even the best teachers cannot make students learn, or behave, if they do not want to. Boyd also states that teachers need to be in charge in the classroom, and to show fairness and consistency with disciplinary actions. Expert teachers do not fear confrontation and understand when a student gets angry with them, as their main goal is to help the student develop skills for the future. Administrators need to be supportive of classroom teachers to ensure a school-wide system for dealing with misbehaviours is in place, and that teachers are empowered to discipline students when needed. Article Commentary The author discusses that fear of conflict results in a host of ineffective disciplinary choices, including (1) grinning and joking to decrease tension in the confrontation about misbehaviour; and, when the teacher finally gets fed up, (2) disciplining the whole class for the

MYTHS ABOUT

misbehaviour of a few (Boyd, 2012, p.64). I agree with Boyd, and can relate to this fear of conflict after having been in both an elementary and a junior high placement setting. For me, as the age of the students increased, so did my fear of confrontation. I struggled with the notion that the students did not like me. Six boys in my grade eight Physical Education class were the most difficult, testing me every day. I tried many different tactics, with limited success, including using humour to decrease the tension, and disciplinary discussions with the entire class on what acceptable and unacceptable behaviour was. I learned much in terms of my intervention techniques, and worked hard to try to find that fine line between showing authority in a fair and respectful way without losing their respect. This article has made me think about my classroom control techniques and what I really believe about how to maintain an effective classroom. Boyd talks about how student behaviour is influenced by many factors, and I hope that I can be more aware of what could potentially be bothering the student, recognizing that these may need to be addressed first in order for the behaviour to change. I will definitely consider the importance of the school-wide discipline system, as consistency throughout the whole school allows students to better accept, and see fairness. It is very important to actually follow through and enforce rules, having the confidence to confront students when needed. The teacher is accountable for the psychological safety and comfort of every student in the classroom (Boyd, 2012, p. 64) and the teacher must take charge. Boyd discusses how expert teachers can get students to acknowledge; own; and want to improve their behaviour; and that their goal is to develop lifelong skills (2012). While discussing behavioural issues with my students, I hope that they will sense that I care and am trying to help them, not just punish them unfairly. It is not possible for a teacher to conduct instruction, or for

MYTHS ABOUT

students to work productively, if they have no guidelines in relation to behaviour and actions (Evertson & Emmer, 2013, p.31). The benefit of this article for me, was in noting the misconceptions or myths about classroom management, and how it made me reflect and think about what teachers can do to become more effective: be aware of the reasons behind behaviour issues; how administrators and teachers need to work together; that power struggles happen to even the best of teachers; and lastly, that discipline comes before instruction. I wish that Boyd had given more of a description of the positive steps toward more effective classroom management and perhaps talked more about the problems that differing discipline systems throughout the school can create. Also, there was little discussion of how the expert teacher becomes an expert at discipline while teaching life-long skills, leaving me with little information on how to achieve this other than time and experience in the field. Overall, the article was informative and clarified some myths that a new teacher may need reassurance about. The article has made me think about my own style of discipline and how I will use this information in my teaching, especially in a junior high setting where the behaviours are likely to be more prevalent, and confrontations scary, yet imperative. I believe that through trial and error, talking to experts, and with experience, those teachers who are willing to put in the effort, can be more successful in attaining great classroom management and effective teaching. To be the best you can be, each teacher must find their own management style; one that is successful, and that fits within the school-wide system, and that creates a safe place for learning to occur.

MYTHS ABOUT

References Bennet, B., & Smilanich, P. (1995). Classroom management: A thinking and caring approach. (p. 17). Toronto, Ontario: Bookation Inc. Boyd, L. (2012). 5 myths about student discipline.Educational Leadership, Retrieved from http://0-web.ebscohost.com.darius.uleth.ca/ehost/detail?sid=5b2ae75f-b2a5-47bb-88e5186656e2aaf0%40sessionmgr104&vid=7&hid=119&bdata=JnNpdGU9ZWhvc3QtbGl2 ZSZzY29wZT1zaXRl#db=eric&AN=EJ1002456 Evertson, C., & Edmund, E. (2013). Classroom management for elementary teachers. (9th ed., p. 31). Pearson Education Inc.