ELT Teachers' Personal Philosophy Statements on Classroom Discipline

By Varrious

Book Id: WPLBN0003468667
Format Type: PDF eBook:
File Size: 0.1 MB
Reproduction Date: 4/27/2015

Title:	ELT Teachers' Personal Philosophy Statements on Classroom Discipline
Author:	Varrious
Volume:
Language:	English
Subject:	Non Fiction, Education, Teaching
Collections:	Authors Community, Education
Historic Publication Date:	2015
Publisher:	Directorate of Secondary Education of Estern Macedonia and Thrace - Seconday School Advisors' Office

Member Page:	Evangelia Gkantidou
Citation APA MLA Chicago Varrious, B. (2015). ELT Teachers' Personal Philosophy Statements on Classroom Discipline. Retrieved from http://gutenberg.cc/

Description
ELT teachers' personal philosophy statements and reflections on the issue of classroom discipline.

Summary
This book is the product of “Classroom Discipline for English Teachers”, a teacher development course offered by the ELT Advisor of Kavala for the primary and secondary state school English teachers of the same area. It was an eight - week blended learning programme on the topic of classroom management with an emphasis on classroom discipline. We, teachers, often use the terms classroom management και classroom discipline interchangeably. However, the two ideas are different in the way(s) they are applied in a classroom setting. Classroom management is the responsibility of the teacher to provide procedures and routines. Classroom discipline is the students’ responsibility for following rules and facing consequences for breaking those rules. However, in both classroom management and classroom discipline, the teacher sets expectations for the class. The students needs to know at all times what is expected of them, and they need to know what the consequences are if they do not adhere to those requirements. Research indicates that teachers who have poor classroom management skills will commonly use strict discipline to gain control over their students. Instead of students knowing what is expected of them and responding to procedures and routines, they are worried they might get in trouble. A classroom run by strict discipline might not result in a positive learning environment. If a student does not know what is expected of him/her, the chances he/she will misbehave increase, resulting in the need to discipline. However, and despite our best efforts, we, teachers feel “hopeless” in certain classes due to discipline problems. The final requirement of the course was for the teachers to write their personal philosophy statements on classroom management/discipline. In this book, the participant teachers’ personal philosophy statements are self- reflective essays of their beliefs about classroom discipline issues and classroom management in general. They also incorporate their own experience as teachers and as students, and often, they discuss how they put their beliefs into practice incorporating concrete examples of what they do or anticipate doing in the classroom.

Excerpt
Teaching or imposing discipline? A teacher's dilemma.

Table of Contents
Contents Introduction page 1 Enhancing student self-discipline through a process of promoting positive achievement and behaviour by Eleni Aliataki 3 “Stir and Settle”: the key points for a successful classroom by Eleni Chatziandreou 13 Classroom management: mix and match and be prepared to adjust by Ioanna Chioni 18 Teaching: a mission never accomplished? by Dimitra Chioti 25 The art of classroom discipline: tricks and tips for teachers by Dimitra Dalpanagioti 30 The Holy Grail of classroom management by Marika Dimitriadou 35 Teaching or imposing discipline? a teacher’s dilemma by Zacharenia Dimitriadou 46 My personal philosophy statement on classroom management by Maria Koukourikou 51 Does a teacher possess the power to make a child’s life miserable or joyous? by Chryssoula Lazou 58 Keep calm, be aware and teach on! by Sophia Petridou 67 Abbreviations 73