Varrious
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 th
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