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managing disciplinary problems

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managing disciplinary problems

  1. 1. Managing disciplinary problems
  2. 2. Discipline • The term discipline refers to the orderly activities by a person in their progress towards the attainment of some goal which either they themselves desire or which someone desires for them
  3. 3. Importance • With good discipline, aims of education can be realised • Develops good moral character • Enable a person to live happily and successfully in a democratic society
  4. 4. Aims of discipline In teaching learning situation in nursing education –To create and maintain conditions in the teaching learning situation (classroom or clinical setting) that helps in attainment of desired objectives –To create a favourable attitude among students which is essential for effective working towards desired objectives
  5. 5. –To develop the qualities of self control and cooperation which are the essential traits for professional functioning –To create favourable attitude towards authority where authority is necessary for the welfare of individual and society
  6. 6. Principles/ general guidelines • Help students to develop self discipline. Use discipline to strengthen the students self control, self direction and sense of responsibility. Do not use discipline for self revenge • Disciplinary talks should be made in private/ confidentially
  7. 7. Principles/ general guidelines for managing disciplinary problems –Give students good standards of conduct, instead of rules –Use a positive approach, not a negative approach. Offer a challenge. Most students respond whole heartedly to a challenge, if it is within the scope of their abilities
  8. 8. Principles/ general guidelines • Definitely relate act of misconduct to the act of correction, otherwise it is not educative • Do not punish the whole group for the mistake done by one or two individuals • Do not let disciplinary measures interfere with other educative activities
  9. 9. Principles/ general guidelines • Make correction consistent. To favour and excuse some students and correct others; to tighten discipline one day and relax on the next, all tend to lessen the students respect for the teacher • Use deferred action in preference to immediate action, as far as possible
  10. 10. Principles/ general guidelines • Be certain of guilt before administering correction. Undeserved correction produces unfavourable attitude and embitters the student against the teacher
  11. 11. Preventive measures – effective classroom management • Begin classes promptly. Ther should be no delay in class due to lack of preparation on the part of teacher • Plan classroom activities so that all the students are busy all the time. Idleness invites trouble. • The teaching plans of interesting and vague topics should be blended properly
  12. 12. Effective classroom management • Assume a position in the classroom so that all students can see and hear • Speak clearly, convincingly and sufficiently loudly. Do not speak in a commanding or monotonous voice • Watch for lack of interest, discontent and misbehaviour and try to stimulate interest
  13. 13. Effective classroom management • Assume a cooperative “we” attitude. The class should be a teacher directed and not teacher dominated. Give students an opportunity and responsibility to plan class activities • Students themselves should be taught to speak loudly enough so that they can be heard, instead of parroting the students questions and answers
  14. 14. Effective classroom management –State the question first and then address an individual student –The teacher should always be fully prepared. Lack of knowledge on subject matter on the part of the teacher may lead to loss of respect and ultimately to disciplinary problems
  15. 15. Effective classroom management • Use right method of teaching. Make the subject matter understandable and interesting • Do not openly anticipate disorder in advance by prescribing rules, punishment and threats for misconduct that has not yet occurred. To threaten is to invite opposition

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