Effective Classroom Management and Student Discipline Strategies

Control and Classroom Dynamics

Core Aspects of Classroom Management

Core aspects of classroom management involve discipline and the teacher's performance in leading the class to achieve desired levels of order, always related to student behavior.

A) Types of Classroom Environments

The aspiration of every Physical Education teacher is for the class to "work" efficiently, minimizing time spent on control to devote more time to in-depth educational interventions. We observe the following types:

• Chaotic Classes: Teacher behaviors and messages are weak or inconsistent. Excessive time is used to maintain control, reducing time spent on instruction.
• Noisy Classes: Characterized by a work environment associated with recreation or competition rather than focused learning.
• Disciplinary Classes: Feature rigid adherence to established rules, which the teacher enforces with great zeal, requiring significant time investment in monitoring compliance.

B) Discipline in the Classroom

Discipline is a vital element in the pedagogical relationship. Correct interpretation and application are prerequisites for achieving educational objectives. The teacher must retain ultimate authority, and recourse to it can vary from constant use (leading to subsequent student compliance) to the student taking initiative followed by the teacher's response. An excess of teacher authority, or a model based solely on it, could lead to excessive student dependence.

Classifying Student Behaviors

In an attempt to classify student behaviors, we can discuss:

• On-Target Behaviors: Those consistent with the teacher's directions. These can manifest as active behavior (the student executes instructions) or passive behavior (the student listens or observes the teacher's message).
• Off-Target Behaviors: The student remains on the fringes of the activities and directions given by the teacher and may refer to the professor, other students, or the activity itself. These manifest as interference when the student does not respect rules, interrupts, or conflicts with others.

C) Teacher Performance for Maintaining Discipline

These actions must consider the specific student population and their educational level. The teacher's actions should target the following:

1. Creating Conditions for Maximum Active Participation: Foster an environment where students are actively involved.
2. Raising and Maintaining Concentration: Ensure both teacher and student activity levels remain focused. Activities should be motivating.
3. Creating a Conducive Climate: Establish a classroom climate conducive to teaching and learning, demonstrated through sincere interest in the subject by the teacher and respect for the students.
4. Using Methodological Resources Effectively: Demonstrations must be clear and not unduly prolonged. The teacher's physical location should allow them to be seen and observed easily and quickly.