The relationship between teacher and student should be based on mutual respect to achieve the appropriate discipline
Within the classroom, the bonds between teacher and student should be based on a respectful demarcation between both parties. However, discipline is one of the key factors for this relationship to occur within established limits, with the objective of maintaining the student’s focus during the learning process, either inside the school or at home.
It is necessary, then, to understand that discipline is not the same as forced rigidity, since in this way there is the possibility of not having success in the end.Discipline is when the student has to obey the rules determined by the school. This is sometimes very difficult as some students have no limits imposed at home. Therefore, we have to work with the psychologist on specific cases of students who have difficulty obeying the rules. In these cases, work is done with the student and with the family .
Discipline reflected in good school performance
When a student has good discipline, in and out of school, knowing how to organize his time to study and answer the tasks, an improvement in school performance naturally occurs. For being so positive, discipline is not restricted to studies alone, being present throughout the individual’s walk.
The discipline is a set of rules that serve for the good progress of school learning, it is a question of quality in human relationships, especially between teacher and student.
Discipline keep order in the class
The objective of school discipline is undoubtedly the safeguard of order, safety and the harmonious work of education within the classroom. In a class in which the educator finds it difficult to maintain order and discipline, students can become disheartened and stressed, and the educational climate diminishes in quality, which can lead to failure to fulfill goals and objectives.
Students can learn norms and morals by class discipline
The imposition of discipline in some schools, on the other hand, may be motivated by other non-academic goals, usually moral. For example, in many societies with strong religious roots, the regulations can emphasize an obvious religious ethic and impose a discipline that goes beyond the classroom, especially in the case of boarding schools. Among the duties can be registered norms such as attendance to religious services, sports participation, mealtimes, the formation of a structure of authority within the “home”, strict control of sleep time, a bureaucratic system for the request of exit permits or visits and many other cases. Such regulations outside the classroom can be imposed in an absolute manner and in some cases can be punished with corporal punishment for the case of minors in the most extreme circumstance or the loss of certain privileges in others.
The teacher has authority, and should not use it abusively, but through it, present his ideas, knowledge and experiences, without disrespecting the student’s knowledge, encouraging him to participate and facing him as a conscious and responsible subject. their own learning process. The educator should seek to organize teaching from challenges that require student action and interindividual exchanges with a view to reflection, discussion and the search for joint solutions. It promotes, therefore, the strengthening of the experience of democratic relations ensured by the responsible and committed participation of the group and by the development of mutual respect among the students and between the educator and the group that coordinates.
It is necessary, then, to understand that discipline is not the same as forced rigidity, since, in this way, there is the possibility of not having success in the end. It is important to teach the student that everything presented in the classroom should be reviewed at home, in order to have a greater fixation of the content, always highlighting doubts so that they can be clarified later. When a student has good discipline, in and out of school, knowing how to organize his time to study and answer the tasks, an improvement in school performance naturally occurs. Because it is so positive, discipline is not restricted only to studies, being present throughout the individual’s walk.
Attitudes that favor discipline
1 – Seek to speak only when everyone is silent.
2 – Use an objective language, so the student clearly perceives what you are saying.
3 – Avoid screaming. The shouting attitude may demonstrate a lack of control over the class.
4 – Keep the security in the speeches and serenity in the attitudes. By doing so, students become more confident in their work.
5 – Be careful in the body expressions, gestures and expressions of the face. This creates positive or negative influences.
6 – Be cozy and keep your balance; Joy should not be confused with mess.
7 – Perform the correction of activities – this demonstrates the student’s interest in performing the tasks.
8- Praise, whenever possible, the students’ success and their participation in the activities.
9 – Avoid showing personal problems in the classroom.