Theoretical orientations and strategies of the classroom discipline

Pre-requisites:

Course objectives: Introduction into different theoretical orientations about process of establishing and maintaining classroom discipline and discipline actions applied by teachers during teaching lessons. Understanding and critical analysis of basic assumptions of modern educational conceptions, and training for research work in this field.

Course description: Theoretical course: Comparative analysis of theoretical starting points and results of the researches in the field of classroom discipline, particularly concerning teachers’ beliefs about classroom discipline and discipline actions applied in the classes. Methodology of research in classroom discipline. Self-Determination as theoretical frame for the choice of criteria and explanation of the classification of theoretical orientations and strategies of classroom discipline. Practical course: Analyzing of six contemporary programmes of training for maintaining classroom discipline (by: Lee Canter, Frederic? Jones, Rudolf Dreikurs, William Glasser, Thomas Gordon, Alfie Kohn), classified into two categories: ?) programmes based on the control of students’ behaviour by teachers and b) programmes based on the support of students’ autonomy. Three basic strategies of the classroom discipline: procedural strategy (strategy of influence on students’ behaviour by creating and application of the disciplinary rules and procedures), interpersonal strategy (strategy of influence on students’ behaviour by building specific relations in the class) and didactical strategy (strategy of influence on students’ behaviour based on the organization of teaching process).

Learning Outcomes: Acquired thorough knowledge of modern conceptions of establishing and maintaining classroom discipline; the capacity to understand, compare and critically reflect on their theoretical-methodological basis; the capacity for research work in this field.

Literature/Reading:

• Tadić, A. (2019). Na distanci od manipulacije: Emancipatorska komponenta vaspitnog rada nastavnika (str. 41-53, 81-206). Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu.