TEACHER SUPERVISION AND EVALUATION

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Many types of maladjusted
children are found in
classrooms. Teachers consider
the keeping of discipline to be
their number one professional
problem.

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Formerly, it was considered
standard practice to bring an
offender into line by corporal
punishment, ridicule or the
removal off privileges.
Discipline was something
imposed upon a child by the
teacher.

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•The modern conception of discipline is that
both regulative and educative where the
attention of the administrator or teacher is
directed to constructive attitudes and habits
of nature.
•The modern conception of discipline is also
based on the rational approach

5. The modern
concept of
discipline is based
on the following
democratic
principle
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•Discipline is based on devotion to
humanitarian principles and ideals.
•Discipline which recognizes the inherent
dignity and rights of every human being,
rather than discipline attained through
humiliation.

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•Discipline which develops self-direction,
self- discipline rather than principle based
on compulsion and blind obedience.
•Discipline is based on understanding of the
goal in view rather than discipline based on
high authority.

8. 8
The modern concept of democratic theory
reject the practice of imposed and
authoritarian discipline. Modern education
allows for activity and noise in the classroom
rather than impose silence and immobility on
growing pupils. The Philippine school must
educate for democracy in a practical and
functional manner. Democratic living can be
achieved only under able and sympathetic
guidance.

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Causes of Disciplinary
Problems

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Poor personality is knowledge oftentimes the
cause of poor discipline. This refers to lack of
knowledge of subject matter, constant
nagging and scolding, lack of sympathy,
temper, poor decision, harsh treatment of the
student etc.

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These refers to the health and physiological
elements that determine the adolescent
characteristic.

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This factors include traits like egotism,
immaturity off judgement, low mentality and
self- consciousness.

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Social factors, like individual factors are also
variously classified the more important off
which are desire for social approval , desire
for sensationalism, desire to be well known to
everybody in school and resentment
to control

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These actors refers to the unattractive
schoolroom, unhygienic room condition and
lack of organization off classroom routine.

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Lack of training is often cause of disciplinary
trouble. An individual who lacks proper
training cannot distinguished between right or
wrong until he is taught.

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Refers to subject-matter, methods,
procedures, assignment and other learning
activities. Poor subject matter planning or
bad teaching automatically increases the
numbers of disciplinary problems.

17. Improving
Classroom
Discipline
17

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1. The teacher or the administrator should
create an environment that is socially and
emotionally pleasant, satisfying and
stimulating.
2. The teacher or the administrator should
create an attitude or atmosphere that is
conducive to learning.

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3. The teacher or the administrator should
create goals for the work of the students-
goals which are meaningful and achievable.
4. The teacher or the administrator should
create meaning in the materials and the
activities which the students will undertake.

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Corrective measure
prescribe by Bureau of
Public School, now the
Bureau of Elementary
Education

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•The school administration will do well to
become familiar with the corrective
measures of the Bureau of Public Schools
now the Bureau of Elementary Education

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•Suspension or Expulsion
•Withdrawal of Privileges
•Corporal Punishment Prohibited
•Hazing Prohibited

23. Principle
Governing the
Handling of
School
Discipline
ADD A FOOTER 23

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The school administrators, supervisors and
classroom teachers should bear in mind that
children generally behave in about the only
way it is possible for them to behave
considering the hereditary characteristic they
possess, the kind of experience they have
had, and the social pressure which are
operating upon them at the moment.

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•The school administrators, supervisors and
classroom teachers should remember
furthermore that older children and
adolescent can take considerable
responsibility for their own discipline if given
a chance.

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•The administrator should provide for a unifying
philosophy of discipline.
•The administrator should secure cooperative
teacher- student planning.
•The administrator should not handle extreme
cases alone.
•The administrator should apply punishment in a
corrective rather than punitive manner.

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•The administrator must encourage
constructive teacher solution of disciplinary
problems.
•The administrator should not make
correction within the hearing o other
students.
•The administrator should not undermine the
teachers authority.

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28
•The administrator should endeavour, through a
talk with the student, to make clear to him the
need for correction.
•The administrator should never use corporal
punishment as a solution to any disciplinary
problem.
•The administrator should not established a
referral procedure to be followed in his own
school.

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