Proposal Information

Throughout this paper, the issue of coping with discipline problems in classrooms is presented from different points of view. The core role of teachers is to lead learning and teaching processes in classrooms, along with taking care of proper academic dialogues among all students and creating positive classroom climate which will enable learning processes. Along with that, teachers are also educational leaders, and therefore they need to cope with their students' unaccepted behavior (Inbar, 2005).

The main question of this paper is, how to cope with discipline problems and create a change that will lead to an atmosphere and climate of growth in the classroom.

 According to Yariv (2010), classroom management deals with the way the teacher creates an atmosphere of order and confidence. An atmosphere of order and confidence creates calmness. Effective responses of the teacher, help managing the discipline problems in the class, while inefficient responses of the teacher intensify the discipline problems.

By analyzing three case-studies, showing different teaching strategies, I will demonstrate how a change that will lead to an atmosphere and climate of growth in the classroom can be achieved. These strategies were defined first by understanding the causes for the discipline problems, and then by understanding the teachers' reactions. An optimal class-management model is presented, a model which promotes transition of classroom's climate and atmosphere.

From class observations and interviewing school-teachers, we learn about the variety of difficulties they face while coping with discipline problems. These difficulties actually stop them from teaching and learning processes and creates an atmosphere that discourage learning.

Friedman (1992) emphasizes the fact that while teachers look for creative alternative ways to cope with discipline problems on a daily basis, they waste their energy, focus less on teaching procedures and finally are worn down. Friedman (1992) also stresses the definition of teachers' leadership in classroom by evaluating their success through coping efficiently with discipline difficulties.

The issue of discipline difficulties educational leaders experience in school, is familiar and shared by all educators around the world. The American people graded this topic as the major problem schools face currently. Other studies strengthen this approach, as teacher report that their teaching-effectiveness and their class-leadership are harmed as a result of students' discipline problems.

Literature presents three main categories to explain discipline difficulties that creates negative atmosphere in the classroom:

1. Lack of listening: students were doing other things than listening to the teachers, ignoring the teacher, talking and making sounds.
2. Over demanding: the students were yelling at their teachers, arguing with them in regard to their learning duties and demanding unreasonable demands.
3. Lack of interest and motivation to study: students did not prepare their assignments, did not bring the required books, got out of class without permission and were late to class.  

References Inbar, D. (2000). Management of diversity. Tel-Aviv: Reches Publication. Freidman, I. (1992). Children behavior and teachers exhaustion. Jerusalem: Szold Institute. Yariv, E. (2010). "I have eyes on my back"; coping with behavior problems in school. Tel-Aviv: Reches Publication. Kupferbers, I. (2010). Text and discourse analysis. University of Ben-Gurion.