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Classroom Discipline: Some Practical Suggestions for Beginning Teachers

Published online by Cambridge University Press:  22 July 2015

S.M. Ritchie
S.M. Ritchie*
Affiliation:
Murgon High School
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Extract

My first teaching appointment to Cunnamulla Secondary Department in 1975 was indeed a humbling experience. I am constantly reminded of my frustrations experienced as a beginning teacher as I see inexperienced teachers grapple with similar problems now, at Murgon High School.

Against this background, I would like to offer some suggestions for establishing and maintaining classroom discipline. Although these suggestions are specifically directed at beginning teachers in schools with significant proportions of Aboriginal students, they may also be helpful to teachers in other settings, since they are well supported in the literature (see references).

Type
Across Australia ……. from Teacher to Teacher
Information
The Australian Journal of Indigenous Education , Volume 13 , Issue 1 , March 1985 , pp. 14 - 17
Copyright
Copyright © Cambridge University Press 1985

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References

Dreikurs, R. & Grey, L., 1968: Logical Consequences: a New Approach to Discipline. New York, Hawthorn Books.Google Scholar
Glasser, W., 1969: Schools Without Failure. New York, Harper & Row.Google Scholar
Lewis, R. & Lovegrove, M.: Pupils on punishment. Set, 1983, No. 1.CrossRefGoogle Scholar
Wayson, W.W. & Lasley, T.J.: Climates for excellence: Schools that foster self-discipline. Phi Delta Kappan, 1984, 65(6), 419–421.Google Scholar
Wilkins, R.: Classroom discipline. Set, 1984, No. 2.Google Scholar