Discipline Policy
A teacher’s personal system of discipline is one of the most important factors in determining the success of the students. An affective discipline program is developed by modeling, arranging classroom space, structuring lessons and activities, monitoring student behavior, as well as instituting efficient approaches for dealing with negative behavior. The teacher must be aware of the importance of each of these factors in order to maintain a productive and harmonious atmosphere.
The personal values of the teacher infuse the classroom management. These values may include: being in class and ready to work on time, respecting students’ work and feelings, promoting a positive tone, establishing and following the rules and directions, deflecting attention from someone’s personal problems, providing each student with the means for success, and dealing with any infringement of the rules in a fair, consistent, and calm manner.
When structuring activities, it is necessary to determine what the students know, what they need to know, how to implement lessons, and how to assess the results. Following the standards is essential, but always in a way sensitive to the particular needs of the students. If the students feel a connection with the material, learning will be the attractive opposition of negative behavior.
The art teacher should organize the classroom to prevent the likelihood of negative behavior. Arrange desks so that the teacher may move freely among the tables and all areas of the classroom in order to monitor student behavior. The teacher should confront undesirable behavior in a calm, fair and consistent manner. The teacher must not give attention to negative behavior; instead, praise positive actions. This is a good approach to preventing negative behavior. The teacher should, of course, always follow the guidelines of the school when dealing with recurring negative behavior.
The key to successful classroom management is the implementation of values, rules and structure that encourage learning and discourage negative behavior. Preventing misconduct from occurring allows the teacher to spend more time engaging and motivating the students and maximizing their artistic growth in a safe and productive environment.
The personal values of the teacher infuse the classroom management. These values may include: being in class and ready to work on time, respecting students’ work and feelings, promoting a positive tone, establishing and following the rules and directions, deflecting attention from someone’s personal problems, providing each student with the means for success, and dealing with any infringement of the rules in a fair, consistent, and calm manner.
When structuring activities, it is necessary to determine what the students know, what they need to know, how to implement lessons, and how to assess the results. Following the standards is essential, but always in a way sensitive to the particular needs of the students. If the students feel a connection with the material, learning will be the attractive opposition of negative behavior.
The art teacher should organize the classroom to prevent the likelihood of negative behavior. Arrange desks so that the teacher may move freely among the tables and all areas of the classroom in order to monitor student behavior. The teacher should confront undesirable behavior in a calm, fair and consistent manner. The teacher must not give attention to negative behavior; instead, praise positive actions. This is a good approach to preventing negative behavior. The teacher should, of course, always follow the guidelines of the school when dealing with recurring negative behavior.
The key to successful classroom management is the implementation of values, rules and structure that encourage learning and discourage negative behavior. Preventing misconduct from occurring allows the teacher to spend more time engaging and motivating the students and maximizing their artistic growth in a safe and productive environment.