Teacher Supervision That Works: A Guide for University Supervisors

By Debra J. Anderson; Robert L. Major et al. | Go to book overview

Chapter 12
Discipline and the University Supervisor: Developing Appropriate Attitudes

Discipline is the number-one concern of nearly every student teacher. Cooperating teachers also realize its importance. Both know that success hinges upon classroom control. What should university supervisors know about this topic, and what might they teach student teachers about discipline?

Answers to these questions constitute the content of this chapter. Discipline is as complicated as teaching itself. Controlling a class does not depend upon a quick fix like proximity control, with-it-ness, a time-out room, or writing a name upon the board. Rather, success depends upon the student teacher's attitude.

All classrooms, students, schools, and teachers are unique; arrange these in as many combinations as possible, and millions of appropriate and inappropriate ways to handle discipline emerge. No list of "dos and don'ts," no matter how long, or bag of tricks, no matter how full, will provide an answer to every problem in every situation. That is why discipline is so complicated and why it remains the biggest student teacher concern. That is also why many universities do not offer an undergraduate course in it. They believe that effective discipline can only be learned in the classroom and that an on-campus class in discipline would only offer false security.

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