Conclusion

In an attempt to achieve an organized and peaceful school environment and maintain law and order, school management specifies rules and regulations to guide the activities of members of the educational organization. So the particular rules are set in order to have the discipline itself. Student’s discipline is a prerequisite to almost everything a school has to offer students. As a part of socialization discipline is to some extent the job of the teacher. The teacher is to follow the rules, such as: being firm with students, preparing lessons thoroughly, knowing and using students’ names, acting quickly, avoiding confrontation, varying teaching techniques etc. Eleven technics for better classroom discipline were introduced: focusing, direct instruction, monitoring, modeling, non-verbal cuing, environmental control, low-profile intervention, assertive discipline, i-messages, humanistic i-messages, positive discipline. These technics are of useful nature and are to be carried out by teachers willing their classes to be called disciplined.

An analysis of the problem of classroom discipline was made. Based on my English teacher experience, the next forms of misconduct are the most frequently occurring: aggressive and anti-social behavior, disruptive behavior, theft, telling lies, juvenile delinquency, the use of additive substances. The problem of juvenile delinquency was of great concern. We have found out that juvenile delinquency occurs often in Ukrainian schools. This may include: truancy, running away from home, drinking, drug taking, sexual misconduct, lying and other anti-social acts, such as hostility and aggressiveness.

There is a set of factors that cause learner misconduct: family background, child abuse and others. All the factors may be divided into intrinsic and extrinsic.

We have turned our attention to the question of whether significant improvement in classroom discipline could be achieved through the provision of teacher training in classroom management techniques. Effective managers socialize their students to the students’ role through instruction and modeling. There are ineffective practices which include vague or unenforceable rules, misconduct, ignored by teachers. The research on improving school and classroom discipline was made. Pieces of advice were given what to do at the school and at the classroom level to improve discipline in school. When discipline problems arise reinforcement schedules should be developed for misbehaving students. Students are to be instructed with behavior problems in self-control skills. Teacher should avoid ambiguous or inconsistent treatment of misbehavior.

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