Discipline Problems in Children in Classroom - Essay Example

It is extremely vital that instructors or teachers understand the dynamics in the classroom environment that influence the discipline of learners in the classroom. Clear-cut methods of preventing deviant behavior in the classroom are non-existent, but there are guidelines that help in dealing with discipline cases.

The environment influences the discipline of the learners or children. These factors may be classified into physical and emotional factors. The best remedy to discipline issues is early prevention of undesired behavior through implementing routines, rituals, and rules (Alter & Conroy, n.d).

Physical Requirements

The physical environment influences the behavior of children to a great extent. The requirements have a well-organized and engaging classroom with relevant developmental and learning materials (Alter & Conroy, n.d). Designing effective classroom environments involve structuring the classroom in such a way so as to increase desired behavior like engagement and decrease chances of deviant behaviors. This includes arranging the classroom that enables visual monitoring of the classroom, limiting the number of children per group work discussion, and ensuring there is a smooth transition between activities. Resources in the classroom should be well organized on shelves or cupboards to avoid confusion. The furniture should also be arranged in such a way that learners do not have a chance to engage in cheeky behavior while the lessons are ongoing.

The physical environment is tremendously powerful in maintaining discipline in class. The physical barriers to undesired behavior are easy to manage and are effective to a great margin. Increasing accessibility of all parts of the classroom for supervision deters the children from inappropriate behavior. The importance of the physical environment to maintaining discipline cannot be overlooked since it is the basis on which inculcation of desired behavior takes place.

Emotional Environment

Another imperative prerequisite for desired behavior in the classroom is the emotional environment. This includes structuring interpersonal interactions in the classroom. The teacher needs to teach the children how to behave towards each other and older members of society. This manifests when the teacher attends to the emotional needs of the learner and provisions of assistance appropriately. Developing positive interpersonal relationships makes the children feel free to engage in learning activities more effectively and boosts their motivation. The emotional state of the child influences the behavior elicited by the child or learner. A child whose self-esteem and emotional state are high are more likely to avoid indiscipline than a child who is unstable in their emotions. The emotional environment directly influences the response of the child towards learning. Most children learn better when they are in a stable emotional state and have a sense of belonging and love shown towards them by their peers and instructors.

Positive comments and rewards from the teacher for outstanding mannerism and behavior go a long way in instilling discipline. Children who get an appreciation for altruistic behavior get rewards and motivate others to show the desired behavior. On the other hand, unruly behavior should be punished immediately and effectively in order to deter other children from repeating the same behavior. The emotional environment makes has a strong influence on learning discipline in children.

The emotional needs that need to be met to prevent discipline problems

The role of the teacher goes beyond just dealing with the academic needs of the child; it extends to physical and emotional needs. A handicapped child will need physical support and assistance from the teacher in order for effective learning to take place (Patterson, 1952). Many teachers are skilled in the detection of emotional disturbances and problems in children. These emotional disturbances can be a cause of indiscipline in the classroom. The emotional needs that need attention are temporary upsets, mild depression, mild anxiety, and self-esteem among others. The teacher can only handle these emotional needs when they can. When the cases get out of hand, then a psychiatrist should be involved. According to Patterson (1952), a disturbed child is not a malingerer and, therefore, should not be condemned as one. It is not helpful to ignore an emotionally disturbed child only because their emotions may be imagined. The child needs help and support in order to grow and understand the differences between the imaginary world and the real world.

In conclusion, emotional and physical environments play an inevitable role in the discipline of children. The teacher’s role goes beyond the classroom and includes understanding the problems that face the children emotionally and physically. The teacher should understand the emotional needs of the learners and how to handle them effectively. Discipline and hard work are essential in the success of the teaching and learning process.  The emotional and physical environment influences discipline and, therefore, they are extremely vital in the success of the learners.