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Bringing down the brass hammer might not be the best

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Bringing down the brass hammer might not be the best

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I've noticed that punishment commonly draws two reactions from my kids - they either put a wall up and refrain from interacting with me, or they act out and instigate me more. I personally am a firm believer in a combination of positive discipline and a more non-interventionist approach.

I guess the school environment does a lot of the heavy lifting for me - the majority of students are well-behaved and motivated. In the rare case where a student does act up, for example by making inappropriate jokes in class or submitting their homework late, it isn't difficult for me to draw them aside and have a genuine conversation with them. I try not to come at them from a position of power but show understanding. To me the setting of the conversation is important as well - I show them the significance of the situation by meeting them outside of class, but the meeting is held in a comfortable room, the student has privacy, doesn't feel shamed by their peers, has an open space to communicate with me and doesn't feel overpowered by a classroom environment.

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take a video of the lesson and evaluate the problem behind

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Giving equality and fairness to students is the basis of being a kind teacher; we all have personal favorite students but that doesn't mean when they get a pass when they are at fault.

Punishment is indeed effective short term however, I find earning their respect by having one to one convos with them.

Giving your own genuine concerns to students is the best policy to have them trust you and they will automatically behave.

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Ask students to come up with clear and fair classroom rules themselves.

Students get to decide what’s right and wrong and teacher help list it out and stick it in the classroom. At the same time they also come up with what should be done if someone breaks the rules.

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1. Understand the potential difficulties that may stop them from being a behaved student, which can be done through individual chats.
2. Give students autonomy over the classroom. Let them decide what they should do in a class, of course in a reasonable way.
3. Rhetorical questioning to incite their self-reflection.

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I see classroom management as a prolonged effort at developing an interpersonal relationship with every student (to varying degrees). The relationship builds respect and trust, and these are crucial to establishing a constructive classroom environment. The construction of Interpersonal Relationships happens at all times, not just in the classroom, but in the halls and other spaces of the school. Even the community at large.

So, an alternative to punishment would be a metacognitive discussion, about their micro experience and the macro experience of the class.

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The teacher can talk to the students and try to find the root of his behaviour. And explain that this behaviour can be replaced or give him other responsibility so that he forgets other disruptive actions.
Praise whenever he is behaving well and motivate him with little rewards.
Encourage him to always remember to portray his good behaviour. And be firm at times so as to stop his inappropriate attributes.

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1. Better seating arrangement (separating the talkative students)
2. Assign duties to students who have difficultly staying seated (passing worksheets, erasing whiteboard etc)
3. Reduce distractions in the classroom

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As a secondary school teacher, I believe a better alternative to punishment is using a democratic teaching approach where teachers discuss the student's misbehaviour and possible causes for the misbehaviour with the student. I think this is a better alternative because it makes the student feel heard and valued, and not simply labelled as 'troubled' or 'difficult'. Additionally, this gives teachers a chance to better understand potential learning difficulties that a student might face in the future. After discussing the origin of the misbehaviour with the student, teachers work with the students to develop alternative behaviours, such as taking a minute to stretch, asking to be excused for a few minutes, or receiving an extension or extra credit to supplement particularly difficult assignments. Generally, this approach works better with older students because they have more developed self-awareness and the language abilities to communicate with their teachers, whereas younger students may find this approach too difficult and therefore intimidate.

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- Talk privately, having 1 on 1 communication after lesson to understand more about the rationale. Try to teach patiently and let the students understand why they have to behave well
- incentives / rewards to give them motivation to do well
- praise students who perform well to motivate other students as they like being praised publicly

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For obvious reasons, punishing aggravates the whole classroom mood  Hence, I always apply the rule of choice in my Form 4 lessons. And here’s what I do:

1. My students can either cooperate with me and complete the task at hand or spend their recess time with ME. Believe you me, this practice does wonders. Precisely, this is a win-win situation for both students and me.

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Punishment may be useful and sometimes necessary to prevent and control misbehaviour in the short-term, but it is not a viable long-term solution. Rather as educators we can reflect on why the students are misbehaving in the first place. Consider it as feedback rather than an affront. I think this is beneficial to both parties as it puts teachers in a problem-solving and compassionate mindset rather than a vengeful punitive one.

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An eye-level talk to show them your understanding would make them feel a sense of belonging and would reduce their misbehaviour. Listen to them and find out what makes them behave in a wrong way and find solutions.

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An eye-level talk to show them your understanding would make them feel a sense of belonging and would reduce their misbehaviour. Listen to them and find out what makes them behave in a wrong way and find solutions.

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Teach them valuable skills and encourage good behavior through praise

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-Sincere talking: try to talk with the student if he/she has any difficulties.

-Encouragement: instead of keep on saying things he/ she didn’t do right, try to say something he/she did well to let him/ her know he/ she has the ability to do better
-Show the student what is right or what is expected from the teacher

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Instead of scolding students, giving them something meaningful to work on, such as extra assignments, can allow them to focus  on their learning and perhaps understand their responsibilities as a student.

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I don’t like punishing my students, so I would tell them that I don’t like what they’re doing now and give them other desirable tasks to occupy them.

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1. Provide students with choices, e.g. complete his work in class or at recess/after school.

2. Express strong feelings without attacking students' character.

3. Reinstate teacher's expectation to the class and model good behaviors.

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- Keep students busy. They are less likely to misbehave when they have something to do.
- praise students with good behaviors so other students will follow
- develop a reward system

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1. Take away students recess time
2. Suspend students time to do something that they like. E.g. playing games on laptop
3.negative reinforcers: talk to them/ ask them to stay behind - so that students can avoid this later on or understand the difficulties they are going through

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I treat punishment as ‘reward’ such as giving students extra exercises for practice although they may think it is a punishment😝

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Kind but firm approach
Give them missions and targets
Speak objectively, being less emotional
Remain distant, be aware of private topics

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If students perform severe misbehaviours, ask them to stay behind and chat with them to see if they are encountering any difficulties, making them misbehave in class.

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1. 1 on 1 sincere chatting after class
2. improvement plan
3. kind reminder stickers on the desk
4. get ss to review themselves

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Instead of punishing my students to do extra works, I always encourage them to do their works properly and punctually in order to have lighter workload. They would then eventually do their works more carefully because they will get less homework from me :D

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Instead of punishment, sometimes giving student some responsibilities is also a good way. For instance, ask him / her to distribute booklets, act as a teacher assistant etc. to give student another way to engage in the lesson.

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1 on 1 conversations after class, focus on rewarding good behaviour rather than punishing bad, various methods to stop bad behaviour before it happens (i.e. clear instructions, achievable goals, engaging topics, etc...).

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In my view, instead of punishment the troublemakers should be given some responsibilities. it is good way to make them feel a sense of belonging as they are helping the teacher and also makes them feel good about themselves.