Curriculum Practices and Classroom Discipline: A Theoretical Perspective

Waseem Ullah; Shafaq Hanif; Rusmita; Truong Thi Cam Tu

doi:10.53103/cjess.v5i1.299

Authors

Waseem Ullah Student at Shaanxi Normal University, China
Shafaq Hanif Shaanxi Normal University, China
Rusmita Shaanxi Normal University, China
Truong Thi Cam Tu Shaanxi Normal University, China

DOI:

https://doi.org/10.53103/cjess.v5i1.299

Keywords:

Curriculum Practices, Classroom Discipline, Theoretical Perspective, Educational Outcomes

Abstract

The curriculum and discipline in the classroom are practices, which help to greatly develop round educational experience, which integrates good academic achievement with successful management of behavioral part. Practices of curriculum means the practice of the planning and providing of subject or content to meet the needs of all the learners that promote inclusive engagement. However, classroom discipline has not more to do with classroom management (the delivery of lessons and the support of student learning) than it does with creating strategies for slowing behavior and supporting social emotional growth. This framework of elements together gives a holistic framework to develop both academic achievement and personal growth. Project based learning and social emotional learning (SEL) are the methods that occur before discipline because they prevent behavioral challenges by linking extracurricular real-world issues with exciting and relevant curriculum. The process of building respectful and collaborative classroom culture can be understood through Behaviorist and Constructivist models to using structured content and student-centered learning. The listed practices such as setting clear objectives, providing differentiated instruction and revising of the curriculum includes repetition. This bridging process depends on teachers, who are the ones applying the ideas challenged by the curriculum and discipline strategies, on a wide and diverse realm of learners, while putting to good use technology to make learning captivating. The digital divide, for instance, is contested by academic and behavioral priorities, so flexibility and inclusiveness are required. Harmonizing curriculum and discipline can allow schools to become part of empowering environments that give students the skills they need to be successful throughout their lives.

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