The best way to deal with discipline problems is to prevent them from happening in the first place. The anticipation of these problems may not erupt to grave misbehavior. Discipline problems challenge most new teachers and even some seasoned teachers. Take a look at these 3 strategies to prevent discipline problem.

1. Establish the purpose of learning
Sometimes the students get bored at school and lose interest in studying because they think that they are learning things that they aren’t going to use in real life. When a lesson is clearly planned and organized there is likely to engage students in learning. Every lesson plan should have a clearly defined learning goal.

Key points to consider:

• Objectives and goals provide sense and purpose to the lesson.
• Students are motivated when they feel secure and safe in an environment that is organized, predictable and structure.
• Students feel more competent and motivated because they know what to do and what to learn.
• Students are motivated when they use their prior knowledge and the content relates to them and the world around them.
• Cross-curricular connections provide students with a sense of content while increasing interest in all classes involved.

2. Use clear instructions
Have you ever found yourself repeating instructions to your students over and over and over again? Problems sometimes arise due to student uncertainty about what they are supposed to be doing.

Some causes of behavior disruptions during giving instructions:

• Unclear and wordy instructions.
• No visual aids.
• Unclear demonstration of instructions.
• The assignments are not consistent with students’ abilities.
• Lack of challenging assignments.
• The expectations are too high.

Tips on how to give instructions:

• Get your students’ attention.
• Use words that are familiar to your students.
• Speak simply but clearly. Use concise words.
• Model instructions.
• Use gestures, facial expressions, voice and visuals to aid meaning.
• Break down instructions when there are several steps.

As students begin the activity, circulate around the classroom to see if they are carrying it out correctly and give help as needed.  A simple way to check for understanding involves asking questions.
 
3. Keep in touch
Be constantly aware of what is going on in the classroom, keeping your eyes and ears open. The teacher presence is extremely powerful. So, the teacher should always be aware of students who are losing interest or getting distracted in order to do something about it before it has become problematic.

Key points to consider:

• ​Do not stay stagnant in one place or at the front of the class.
• Let students know that you are aware of what are they doing.
• Try to ignore or minimize minor problems instead of disrupting the class.
• Speak in private with students with bad behavior.
• Treat all students respectfully and politely.

What is drilling?
Drilling is a lingual technique to introduce new language items to your students based on students repeating a model provided by the teacher. It used after teaching new vocabulary, grammar points and sentence structures. Drills are usually conducted chorally (the whole class repeats) then individually.

This technique is used to:

• Focus on accuracy rather than fluency.
• Improve students´ pronunciation.
• Provide practice on difficult sounds and imitate intonation.
• Practice chunks of the language in a safe environment for the students.
• Memorize common language patterns.

There are different types of drills:

1. The repetition drill
The teacher says models (the word or phrases) and the students repeat it to acquire acceptable pronunciation using the proper stress, rhythm and intonation where required.
 
Example #1:
Teacher           : I like cooking.
Students         : I like cooking.
Teacher           : I like playing.
Students         : I like playing.
 
Verbs to express daily actions: cook, play, read, watch, ride, skate, go out, swim, listen, do, sing, talk, chat, text, etc.
 
Example #2:
Teacher           : I dislike listening to rock music.
Students         : I dislike listening to rock music.
Teacher           : I hate doing homework.
Students         : I hate doing homework.
Teacher           : I enjoy going out.
Students         : I enjoy going out.
Teacher           : I love chatting.
Students         : I love chatting.
 
Verbs to express likes and dislikes: like, dislike, hate, enjoy, love, adore, detest, loathe, etc.

2. The substitution drill
​The teacher substitutes one or more keywords, or changes the prompt, and the learners say the new structure.

2.1 Simple substitution drill
The teacher reads a sentence and the students repeat it, and then calls out a word that the students must fit into the sentence.

Example:
Teacher           : Diana likes pop music.
Students         : Diana likes pop music.
Teacher           : Rock.
Students         : Diana likes rock music.
Teacher           : He hates doing homework.
Students         : He hates doing homework.
Teacher           : Karate.
Students         : He hates doing karate.
Teacher           : I like watching TV.
Students         : I like watching TV.
Teacher           : He.
Students         : He likes watching TV.
Teacher           : They like going out.
Students         : They like going out.
Teacher           : (not)
Students         : They don’t like going out.

2.2 Multiple substitution drill
The teacher reads a sentence and the students repeat it, and then calls out two or more words that the students must fit into the sentence.

Example:
Teacher           : My brother likes listening to pop music.
Students         : My brother likes listening to pop music.
Teacher           : sister - rock.
Students         : My sister likes listening to rock music.
Teacher           : mother – romantic.
Students         : My mother likes listening to romantic music.

3. Question and answer drill
The teacher gives students practice with answering questions. The students should answer the teacher’s questions very quickly. It is also possible for the teacher to let the students practice asking a question as well. This gives students practice with the question pattern.
 
Example:
Teacher           : Does he like pizza? Yes?
Students         : Yes, he does.
Teacher           : No?
Students         : No, he does not.

4. Transformation drill
The teacher gives students a certain kind of sentence pattern, an affirmation sentence for example. Students are asked to transform this sentence into a negative sentence. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into a reported speech.
 
Example: (positive into negative)
Teacher           : I clean the house.
Students         : I don’t clean the house.
Teacher           : She sings a song.
Students         : She doesn’t sing a song.
Teacher           : My favorite hobby is playing chess.
Students         : My favorite hobby is not playing chess.

5. Replacement drill
Students replace a noun with a pronoun. It is the same drill as substitution drill but it involves with a replacement.
 
Example:
Teacher           : I like yoga.
Students         : I like it.
Teacher           : Baseball and volleyball are my favorite sports.
Students         : They are my favorite sports.
Teacher           : Michael doesn’t like comics.
Students         : He doesn’t like comics.

6. The expansion drill
This drill is used when a long line dialog is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then following the teacher’s cue, the students expand what they are repeating part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.
 
Example:
Teacher           : My sister is 9 years old.
Students         : My sister is 9 years old.
Teacher           : She likes playing soccer.
Students         : She likes playing soccer.
Teacher           : My sister is 9 years old. She likes playing soccer.
Students         : My sister is 9 years old. She likes playing soccer.
Teacher           : She is a goalkeeper.
Students         : She is a goalkeeper.
Teacher           : My sister is 9 years old. She likes playing soccer. She is a goalkeeper.
Students         : My sister is 9 years old. She likes playing soccer. She is a goalkeeper.

The purpose of a lesson plan is providing a structure step-by-step of what the teacher wants students to be able to do by the end of a lesson, or what they will have done during it. 

Although there are many possibilities, here is an example of the stages of a lesson:

1. Introduction
2. Development
3. Consolidation
4. Conclusion

Identifying and selecting aims are the first steps in planning lesson. Once we have decided on the aims, we can design or select the most appropriate activities, put them in the best order and choose the most suitable teaching aids and materials. 
 
STAGE 1: INTRODUCTION
This stage provides interest and motivation to the students. Before starting the class, this stage focuses on the greetings, warm-up or lead-in, review, class arrangement and presentation of objectives. Regardless of the amount of time available for the lesson, this part should only last 5-10 minutes.

To set a purpose

• T describes/explains the aims for the lesson.
• T asks Ss to rearrange the aim as an anagram – Ss try to puzzle it out.

To introduce the topic and assess prior knowledge

• T writes a few discussion points on the board about (topic).
• T sets the environment by presenting a video/audio of (topic).
• T asks Ss to brainstorm what (topic) means.
• Ss briefly discuss in pairs what they think (topic) is.
• T brings in realia (real objects) related to (topic).
• T place key terms or vocabulary words into a “word cloud” and asks Ss to find words related to (topic) and generate new ideas.
• T asks Ss what they remember about (topic).
• T asks Ss to guess the name of (book titles) by listing keywords.

To introduce new vocabulary

• T asks Ss to label images.
• Ss match the vocabulary with images.
• T shows flashcards and Ss try to describe them.
• T writes a list of words on the board and Ss categorize them.
• T gives Ss a keyword related to the topic and then gives them x seconds think up as many linked words as they can.
• T writes groups of 4 words on the board and Ss have to find the odd one out in each group.

• T asks a volunteer to come out and draw a card. Then he/she is requested to act out the action written on the card.

To review a topic

• T asks Ss “Can anyone remember what we did last week/class?”
• Ss play a jeopardy game (answer-and-question quiz) about the previous class.

To analyze the graphic and textual components

• Ss discuss what (textual or graphic component) is used for, the intention and purpose.
• T shows Ss (a text/book cover) and have them predict what it could be about.
• T asks Ss to identify the title, subtitle and author.

To know Ss’ interests

• T asks Ss to talk about their favorite (subject matter).
• T elicits from Ss the most common (subject matter) in their area.
• Ss discuss and rate a list of (subject matter) according to (specific criteria).

STAGE 2: DEVELOPMENT
This stage is the most student-centered part of the process.  The activities for this stage present the subject matter in coherent way and provide students opportunities to participate and practice.

To provide controlled practice of the target language

• T says (models) the word or phrase and Ss repeat it.
• Ss complete a gap-fill activity.
• Ss read a text and do a true/false activity.
• Ss read a text and answer some questions.
• Ss do a jumbled activity.
• T reads aloud descriptions and asks Ss to try to guess what it is.
• Ss form their own complete sentences by choosing vocabulary from a sentence formation table.
• T asks Ss to read until they find out where the story takes place.
• T asks Ss to find someone who (specific criteria).
• Ss solve a crossword puzzle.

To favor cooperation and integration

• Ss work in teams in order to (task).
• Ss share what they found with others.
• Ss ask their peers to arrange/number the dialogues in the correct order.

To give Ss fluency practice

• T asks Ss to practice the dialogue several times.
• Ss exchange information about (topic).
• Ss chorally repeat the sentence pattern.

STAGE 3: CONSOLIDATION
This stage is called “Independent practice”. It gives students the opportunities to use their newly learned knowledge and skills. It focuses on a field application and provides time for students to get their doubts clarified.

To provide free practice of the target language

• Ss write a letter responding to a message.
• Ss write a short conversation with a partner.
• T asks Ss to write down what they think will happen next in the story.
• Ss draw a concept map about all the elements in the story (setting, characters, plot, theme and conflict).
• T asks Ss to write an alternate ending using the information that they have learned in a story.

To edit and correct mistakes

• Ss adjust their dialogues with the characters’ interventions as much as they can.

​STAGE 4: CONCLUSION
This stage has 3 parts: summary, evaluation of objectives and closing. A brief summary or overview is often appropriate for checking understanding. Also, the students should be able to demonstrate that they have reached the objectives. The closure step is also a chance to give students feedback on their performance.
​
To summarize and check understanding

• T invites Ss to tell class what they have learned by answering some questions.
• T asks Ss to practice what they have learned by asking them “exit tickets”.
• Ss create their own vocabulary picture.
• T writes several yes/no questions of key points from the lesson and asks Ss to raise their thumbs up/down for each one.

To clarify any doubt about the topic

• T gives feedback on (topic).
• Teacher gives a quick conclusion and explains some common error.

To reinforce what was taught in class

• T gives homework and assignments for the next class.
• T makes contributions to improve Ss’ (writing/reading/listening) skills.

Neuromyths are common misconceptions about how the mind and brain function. Once these myths take hold in the public consciousness, it’s often difficult for people to separate brain facts from fiction.
Are the following statements true or false? 
​
Take this quiz and test your science knowledge.

1. When we sleep, the brain shuts down.
2. Boys have bigger brains than girls.
3. We only use 10% of our brain.
4. Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).
5. The left and right hemispheres of the brain always work together.
6. The first language must be spoken well before the second language is learned.
7. Physical exercise enhances learning.

The answers:
True (2, 5 & 7)
False  (1,3, 4 & 6)
​
Statement #1
In fact, the brain works 24 hours, 365 days, right from your birth until you die. It’s the second organ in the body as the heart that never stops during human lives. It remains highly active throughout your sleep so it can perform a host of functions that keep you humming through the day:

• It preserves important memories.
• It prevents you from acting out your dreams.

Statement #2
Researchers at Erasmus University in Rotterdam revealed that male brains are in fact bigger. However, women's brains are used more efficiently. Boy’s brains tend to be more lateralized -that is, the two hemispheres operate more independently during specific mental tasks like speaking. For the same kinds of tasks, girls tend to use both their cerebral hemispheres more equally.

Statement #3
The 10 percent of the brain myth is a widely perpetuated urban legend that most or all humans only use 10 percent of their brains. It’s an appealing idea because it suggests the possibility that we could become so much more intelligent or creative. This might inspire us to try harder or reach further.

Statement #4
In 2004, Frank Coffield, professor of education at the University of London, led research into the 13 most popular models of learning styles and found there wasn’t sufficient evidence to supply teaching techniques to various learning styles.
Riener and Willingham research show that 90 percent of the learners agreed that “they have their own learning style.” This belief can constrain learners -if a student thinks he or she is a visual learner and the teacher’s not supporting the presentation of material visually, then the student may think he or she can’t learn it.

Statement #5
The two halves of the brain work interdependently and the information is not being processed solely on right or left. One hemisphere is usually dominant in certain functions. This is called lateralization. The degree of lateralization varies from one person to another. However, both hemispheres work together.

Statement #6
Multilingual education does not lead to retarded language development. Children pick up languages extremely fast, even if they might confuse the languages sometimes. Children that master two languages, have a better understanding of languages.

Statement #7
The benefits of exercise come directly from its ability to reduce insulin resistance, reduce inflammation, and stimulate the growth of new blood vessels in the brain, and even the abundance and survival of new brain cells.