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Abstract
If strategies are implemented into the curriculum, whereby students are involved in
meaningful learning, will discipline problems be prevented and controlled by teachers?
Teachers prevent discipline problems from occurring by investing in good classroom
management techniques, such as planning effective lessons to meet the needs and interests
of the students, managing classroom time during instruction, creating a positive learning
environment, and finally establishing rules and procedures for smooth operation within the
classroom. (Effective classroom management has proven to be rewarding to the success of
teachers and students. In contrast, poor management of classroom routines and procedures
takes up valuable instruction time and encourages students to misbehave).
Hypothesis
Student achievement would be contingent on the combined effects of teacher and student
control: it would be highest when both teacher and student control is high, and would be
lowest when both of them are low. Student adoption of self-regulated learning strategies
would be linked to the effect of student control: they would be highest when student
control is high and teacher control is low, and would be lowest when teacher control is
high and student control is low.
Definitions
Behavior- the way in which one conducts oneself.
Discipline- to train or develop by instructions, methods and exercise especially in
self-control.
Review of Literature
The term classroom management has many different meanings. Long and Fory (1977)
state: classroom management is all that teachers can do to help students obtain important
skills; the goal is to always facilitate, and not merely to control or keep order (Lehman,
1982). Early research in classroom management has had a tremendous impact on the way
teachers manage their classroom. During the 1960s and the 1970s, classroom management
was the focus of three popular approaches, the Counseling Approach, the Behaviorists
Approach, and the Teacher and Effectiveness Approach. The Counseling Approach focuses
on discipline and what to do after the child misbehaved. The Behaviorists Approach deals
with modification techniques in which teachers are taught to ignore inappropriate behavior.
The Teacher and Effectiveness Approach focuses on how teachers prevented or contributed
to students misbehavior, not on what teachers did in response to a behavior (Jones and
Jones, 1990).
Many theorists and their models help shape the foundation for classroom management
today. Their theoretical contributions have particular relevance to contemporary classroom
management. Most of the theorists did not directly address behaviors in school settings;
rather they focused on other psychological aspects of human behavior. B. F. Skinner
proposed that proper and immediate reinforcement strengthens the likelihood that
