Alexandra Korver
60411139
EDT305S Assignment 2 865060
Management In
Early Childhood
Development
Institutions
, Contents:
Question 1 page 2
Question 2 page 3
Question 3 page 4
Question 4 page 6
Question 5 page 8
Question 6 page 11
Question 7 page 12
Question 8 page 13
Question 9 page 16
Bibliography page 19
1|Page
, Question 1:
Name and explain 10 techniques that Mcdaniels (2003)
suggests for teachers to sharpen their classroom discipline.
1. Focusing. Ensure that you have the attention of all your learners before
commencing with a lesson. The learners must sit still in order to hear what you
say.
2. Direct instruction. Inform the learners of the expected outcomes of the
lesson/activity.
3. Monitoring. Move around the classroom while the learners are working, and
check on their progress. This enables you to provide individual instruction and
assistance where required. Avoid making general announcements unless
several learners encounter the same difficulties.
4. Modelling. Model desired behaviour, for example speak in a quiet voice as
you move around the classroom.
5. Nonverbal cuing. This includes facial expressions, body posture and hand
signals. Explain how you want your learners to respond to your cues.
6. Environmental control. Change the environment periodically so that you
maintain the learners’ interest.
7. Low-profile intervention. Do not reward learners who misbehave by allowing
them to become the centre of attention. Intervene in misbehaviour in a quiet
and calm manner.
8. Assertive discipline. Have clear rules and consistently enforce them.
9. Assertive I-messages. Use clear descriptions of desired behaviour when
confronting a learner who is misbehaving. First focus the learner’s attention
on you as the educator; then say, “I want/need/expect you to …”.
10. Humanistic I-messages. Express your personal feelings, for example by
saying, “When you talk while I talk, I have to stop my teaching, which
frustrates me”.
11. Positive discipline. Use classroom rules that describe the
desired/appropriate behaviour and state them in a positive manner; for
example “Please walk carefully” instead of “Don’t run”. Acknowledge and
reinforce desired/appropriate behaviour in verbal and nonverbal ways (a
nod, smile, a thumbs-up) (Clasquin-Johnson, in Meier & Marais 2012:
121).
2|Page
60411139
EDT305S Assignment 2 865060
Management In
Early Childhood
Development
Institutions
, Contents:
Question 1 page 2
Question 2 page 3
Question 3 page 4
Question 4 page 6
Question 5 page 8
Question 6 page 11
Question 7 page 12
Question 8 page 13
Question 9 page 16
Bibliography page 19
1|Page
, Question 1:
Name and explain 10 techniques that Mcdaniels (2003)
suggests for teachers to sharpen their classroom discipline.
1. Focusing. Ensure that you have the attention of all your learners before
commencing with a lesson. The learners must sit still in order to hear what you
say.
2. Direct instruction. Inform the learners of the expected outcomes of the
lesson/activity.
3. Monitoring. Move around the classroom while the learners are working, and
check on their progress. This enables you to provide individual instruction and
assistance where required. Avoid making general announcements unless
several learners encounter the same difficulties.
4. Modelling. Model desired behaviour, for example speak in a quiet voice as
you move around the classroom.
5. Nonverbal cuing. This includes facial expressions, body posture and hand
signals. Explain how you want your learners to respond to your cues.
6. Environmental control. Change the environment periodically so that you
maintain the learners’ interest.
7. Low-profile intervention. Do not reward learners who misbehave by allowing
them to become the centre of attention. Intervene in misbehaviour in a quiet
and calm manner.
8. Assertive discipline. Have clear rules and consistently enforce them.
9. Assertive I-messages. Use clear descriptions of desired behaviour when
confronting a learner who is misbehaving. First focus the learner’s attention
on you as the educator; then say, “I want/need/expect you to …”.
10. Humanistic I-messages. Express your personal feelings, for example by
saying, “When you talk while I talk, I have to stop my teaching, which
frustrates me”.
11. Positive discipline. Use classroom rules that describe the
desired/appropriate behaviour and state them in a positive manner; for
example “Please walk carefully” instead of “Don’t run”. Acknowledge and
reinforce desired/appropriate behaviour in verbal and nonverbal ways (a
nod, smile, a thumbs-up) (Clasquin-Johnson, in Meier & Marais 2012:
121).
2|Page
