KEEPING YOUR SANITY AND THEIRS IN THE CLASSROOM

REINFORCE: I would like to reinforce the fact that discipline, order and authority are essential to the classroom. At gut level we all know we need it. We like an environment of order! That's a fact! (Many of us are very insecure ourselves and afraid to discipline for fear "they won't like me.")

ASSURANCE: Assurance that the ability to discipline is possible and that it isn't a unique gifting to a fortunate few.

MOTIVATE: Motivation toward a healthy, confident and consistent exercise of discipline in our classrooms and meetings that promotes a healthy learning environment.

NOTE: Many of us consider "discipline" as a negative word ... that discipline produces confrontation, anger, frustration and is associated with problems. Yet the need for discipline and order is understood and accepted by all of us. (Including kids!) Maybe we can turn this whole discipline thing around. It is good.

CLASSROOM DISCIPLINE: Changing kids in changing times! The lack of classroom discipline (and attention span) is becoming of increasing concern in schools as well as Churches. Why is this. Many, many reasons. For a few.

1. Society doesn't exercise much discipline.

2. Kids today are encouraged to be expressive ... to let their opinions be known.

3. Kids know their rights and are more independent.

4. Adults (parents) aren't respected as they once were.

5. Many insecure kids demand attention ... (and get it!)

6. Fast paced life produces boredom.

7. T.V. ... depicts life in the fast lane, exciting, colorful and adventurous!

8. Undisciplined and aggressive media heroes.

9. Non disciplined music messages ... etc.

CORRECTIVE OR PREVENTATIVE: Most of us are "corrective" in our approach to discipline ... expecting problems, countering problems. We need to take a different perspective and begin to think "preventative." Preventing and preempting possible problems by creating the right environment is the correct way to go.

1. PREVENTION: It is possible to prevent discipline problems by having the right personal bearing or authority. Creating the right environment. And having a good lesson. Many of us make ourselves a "set up" for discipline problems! Here are some vital tips!
   1. PERSONAL BEARING: As communicators, a proper bearing is vital. Bearing is vital not only to communicating but projecting a confident authority. Projecting order. A proper bearing comes from a self confidence. Self confidence projects authority!

      Be personally prepared for your session. Remind yourself ...

      ELEVEN PLUSES FOR AUTHORITY!
      1. God has you here and wants to use you. Divine right! Just WHO do I represent??

      2. You are more intelligent than your students/group.

      3. You are older.

      4. You are physically larger.

      5. You have been given a position.

      6. You have the initiative. You know what you want to communicate.

      7. You have a desire to teach. Convinced that you have a real message!

      8. Rested ... you are rested and ready.

      9. You are prepared ... know your lesson. Heart lesson ... Lesson caught as well as taught.

      10. Confident that kids want authority/discipline/order.

      11. You know your students. Who they are & what they need.

      NOTE: The moment you stand as a leader your group starts to read you! What you feel you are comes thru very clear.

      APPEARANCE: Check yourself out before you leave. What you see is often what they get! Are you ... Clean. Orderly. Groomed. Alert.

      BEARING: In your session. Walk and gesture confidently! Eyes penetrate. Talking to your group not at them.

   2. ENVIRONMENT: Room and group environment play an essential but subtle part in discipline. Do everything you can to produce an orderly environment. Here are some tips.
      1. Rules: Be sure your class has some simple ... basic ... reasonable ... understandable ... enforceable rules!

      2. Early! Be sure you are there early and can greet your kids and set the "order" ... pace the class.

      3. Names: Names are so important to having a good relationship with your kids. Know their names ... and you know who they are ...

      4. Neat! Be sure your room environment is "order" ... clean and neat. Environment subconsciously sets order or sets disorder. Color and clutter!

      5. Time! Time is so important. The right time of day. Not in the early afternoon!

      6. Dynamite! Some combinations of kids sitting together are dynamite! Preempt the possible problem by seating them properly. (apart!)

      7. Read your Group/Class! Fatigue level? Weather? Couples? Guy/Gal ratio? Maturity?

   3. LESSON: That lesson is important to class discipline! You are important! The room is important. and your lesson is important. These three should work together to provide a healthy teaching environment.
      1. Interesting! Have an interesting lesson.

      2. Relevant! Have your lesson relevant. Where they are at.

      3. Time! Don't go longer than their attention span.

2. CORRECTION: How do we define and correct discipline problems?
   1. Defining the problem: Ask yourself the following questions. Is it really a discipline problem? IS IT ME? Am I creating the discipline problem? Too tense. Too tight?
      1. Am I in a bad mood or stressed out ... tired?

      2. Is my lesson a loser?

      3. Bad time of day?

      4. Is it a nervous distraction (crackling a coke can)

   2. Five types of Corrective problems: Class disturbances seem to fall into these basic areas.
      1. Those who are seeking attention! Your attention or Her attention or the Class attention at your expense.

      2. Those in your class who came with their own agenda.

      3. Those who are bored! Not into the lesson

      4. Those who are your adversaries. (they may see you as a target!)

      5. The person with a problem at home. Anger. Frustration. Sorrow.

   3. Correcting one or more individuals: How and when do I enforce discipline in my classroom. How far do I go?
      1. Evaluate: Is this really a discipline problem (or a natural disruption) and to what degree? What can I do about it? Should I overlook it or does it need a confrontation? Who is involved? Do I have the respect and authority do do the job? Will eye contact do it? Where are they sitting?

      2. Be prepared: A proper attitude is essential. Loving, understanding, confident, objective ... full of wisdom. Make your move. Be prepared for the worst scenario and if you make a statement you enforce it.

      3. Strategy: Make your strategy and take the initiative. Will it be a signal? Eye contact? Will I have to embarrass the person? Will I have to ask for class support or dismiss the person?

         NOTE: Always use just enough discipline to do the job and no more!

      4. Implementation: Now I will implement it! This is where your Attitude and authority come in to play! You must always be right! Be fast. Be fair! Be firm! And very Strong! (How do you get your strength? Attitude. By knowing you are right! (See: Bearing.)

      NOTE: Some common sense "DO'S & DON'TS!" about discipline: First the Don'ts!

      1. Never plead!

      2. Never bribe!

      3. Never make deals!

      4. Never Scream!

      5. Never yell!

      6. Never Blow your top!!

      Now the DO'S ... Be sure that they know and understand what you feel constitutes a violation or need for discipline.

      1. Just enough discipline to do the job and no more!

      2. Discipline issues dealt with after the class or session.

      3. Never say what you don't mean ... won't, can't or don't intend to enforce!

      4. Don't discipline publicly unless it's a public violation.

      5. If you are forced to confront ... do it!

3. EXPLOITATION: Threat or Challenge? How to exploit the "problem" to your own advantage. Disciplining a person or a group can often provide a chance to talk privately. Gain respect. Get a team member on your side. A chance to get to know each other better. A chance to help in a deep permanent way. Better yet a chance to make a friend and a supporter of your class.