Classroom Management is An Evolving Problem For Most Teachers

Throughout history, classroom management has been an ever-evolving issue for most teachers. There have been different approaches regarding this subject, such as diverse techniques like: behavioral theories, operant conditioning, and the reward punishment system, among others. Conscious discipline is a training program that joins classroom management and emotional intelligence as one in a positive environment called “School Family”. It makes the student feel safe, accepted and cared for, they don’t need other motivators such as outside rewards, since, what the program aims for, is internal social-emotional growth.

Besides it gives them the opportunity to empower themselves as problem and conflict solvers by caring for others.

The program focuses on developing empowered teachers, who care about their students and work through develop a community model relationship in the classroom. The goal is to accomplish behavioral improvements in students. It identifies 7 skills for teachers to develop in order to manage a classroom using conscious discipline. By training the teachers with the ability to regulate their emotions, they can work as models for children towards doing the same.

Teachers have reported that being trained in the conscious discipline program has helped them in school, in their personal lives and relationships outside of the school. The purpose of this study is to explore whether using techniques on conscious discipline, will improve a student’s behavior when feeling frustrated, helping him manage it in a more assertive way. The teacher will teach the student strategies to cope with different emotions including, but not limited to, frustration.

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These strategies will be taught through brief lessons and practical activities in day-to-day life, using every difficulty as a learning experience. Context The action research will take place in a private, at-home, tutoring class. The student will be a 5 year old, Kindergarten student. The tutoring sessions aim to aid the student completing his assignments. According to his mother, he becomes angry, screams and refuses to complete the assignments if he encounters complications. She also explained this behavior is not limited to the house: he behaves in a similar manner in school. The teacher will be responsible for providing the resources that will be used, such as textbooks on conscious discipline. She will be in charge of implementing strategies and collecting pertinent data, besides notifying parents about the study to request and obtain parental consent to conduct the action research.

References

1. Caldarella, P., Page, N. W., & Gunter, L. (2012).
2. Early Childhood Educator’s Perceptions Of Conscious Discipline. Education. 132(3), 589-599.
3. Hoffman, L.L., Hutchinson, C.J., & Reiss, E. (2009).
4. On Improving School Climate: Reducing Reliance on Rewards and Punishment.
5. International Journal Of Whole Schooling, 5(1), 13-24.
6. Thomas R., M. (2008). Review of “Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management” Rebecca A. Bailey.
7. The Clearing House, (6), 282.