Some a rule. Yell & Rozalski (2008) also

 

          Some students with Individualized Educational Plan may not be held to that standard, if that Individualized Educational Plan states that part of their disability prevents them from being able to comply with such a rule. Yell & Rozalski (2008) also state however, that schools are responsible by law for preserving a “safe, orderly and well-disciplined environment”

 

           When the rules are not the same for everyone, what must educators do to provide consistency? While students with disabilities are allowed many protections under the People with Disabilities Act, the discipline of such individuals may not be that different from that of other students. The main difference between the way that discipline is handled for students with an Individualized Educational Plan and students from the regular population regards the amount of due process given to students with Individualized Educational Plan. (Yell & Rozalski 2008)

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          A school must provide due process for all students, however the amount of latitude given students is much greater when the student has an Individualized Educational Plan. The rules therefore may be the same, while the consequences of breaking the rules may be different. In this way as long as those supervising the Individualized Educational Plan in collaboration with the teacher take punitive action in a private manner, the students will still perceive fairness (2008).

 

          Another form of discipline concentrates on correction of behavioral discourage.

 The aim of punishment discipline in this case should be to prevent further misbehavior, and improve attitude. The study was in response to the extreme of conservatism practices of discipline on schools. O’Reilly, Evans & Roberta (2007)

 

          There are forms of discipline used in the past consisted of supervisory and or peer judicial review. The goal of the study was to find which of the three models led to the smallest degree of criminal behavior. Rather than canceling their time-consuming system of discipline, the organization believed that their current system was severely important because calling a student to accept responsibility is confirming his worthy. If discipline is successful, then the student attains self-control.

 

          Acknowledgment plays a great role in approving support and proper behavior. Positive approaches can lead to positive results. Teachers must give examples of people that give examples of the better qualities instead of the worst. When attempting to gain control of a classroom, the answer of concentrating on those who are behaving in appropriate ways, and rewarding their good behavior publicly or privately. Positive support and finding for the

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goodness in students can transform their behavior from rebellious forms of attention seeking behavior to more productive forms of attention seeking behavior. Reese (2007).

 

            The greatest obstacle to approving school inclusion has been the negative behavior of the teachers involved. When school administrators, other school staff, and related service personnel have negative point of view about complete education at a particular school those who teach in full classrooms at that school will find it very hard to achieve a high level of achievement (Worrell, 2008).

 

          A positive belief than high standards is very important to successful classroom management. The beginning teacher as “a rite of passage that is often described as a “reality shock.” The support provided to beginning teachers at this time is critical to the quality of their immediate professional experiences as well as to their extended professional learning”. Francis & Carter (2001)

 

            A great deal of importance to the support system in place for beginning teachers, suggesting that individuals entering teaching programs be subjected to more real life experience and training in regard to classroom management. Duck (2007)

 

          Mentoring is a workplace learning strategy. It is a communication system of professional learning in contrast to the simplicity process implied by the transmission approach. It is also the significance of the mentoring process for starting teachers. The transmission approach refers to the teachers learning through the change of people practicing knowledge through deceitful observation while in the act of teaching. It is a one sided

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practice while mentoring allows the experienced veteran to learn as much perhaps from the freshmen might learn from the veteran. The process is always active and exposes the capability of both authority (Carter & Francis, 2001)