Management of Discipline in an Inclusive Classroom with the Involvement of Scientific and Non-scientific Knowledge by the Teacher

Marina Maznichenko, Alexander Vetitnev, Alexander Shashkov

2021

Abstract

The article summarizes domestic and foreign studies on the problem of establishing discipline, including in inclusive classes that include students with special educational needs. The paper reveales features of discipline education in conditions of inclusion: the more significant role of the emotional and sensory sphere of the relationship between the teacher and students, the relevance of identifying individual causes of violations and stimulating individual motives for discipline compliance by specific students, the need for a clear definition by the teacher together with the students of the basic rules of behavior, the understanding of the need for children to comply with them, constant reminder of the rules. The key problems of violation of discipline in the inclusive class are identified: insufficient development of students’ personal qualities and skills relevant to the discipline (empathy, tolerance, moral and volitional qualities, sense of community, skills of self-regulation of emotions and behavior, patience, etc.); insufficient level of inclusive competence and inclusive culture of the teacher (incorrect understanding of the essence and goals of discipline education, negative attitude to inclusion, rejection of its values, emotional rejection of individual students, low motivation to work with them, difficulties in building pedagogical communications and inability to resolve them). The results of diagnostics of the components of the inclusive culture of teachers, influencing the upbringing of discipline, are given. It is shown that for a more effective solution of problems with discipline in an inclusive class, it is advisable for the teacher not only to apply scientific, pedagogical and psychological knowledge, but also to refer to non-scientific knowledge about pedagogical reality (spontaneous-empirical, artistic-figurative, spiritual-practical, mythological), to carry out their pedagogical understanding. The examples of such use of knowledge are given. Particular attention is paid to school-themed feature films.

Paper Citation

in Harvard Style

Maznichenko M., Vetitnev A. and Shashkov A. (2021). Management of Discipline in an Inclusive Classroom with the Involvement of Scientific and Non-scientific Knowledge by the Teacher. In Proceedings of the 1st International Scientific Forum on Sustainable Development of Socio-economic Systems - Volume 1: WFSDS, ISBN 978-989-758-597-5, pages 498-505. DOI: 10.5220/0010670900003223

in Bibtex Style

@conference{wfsds21,
author={Marina Maznichenko and Alexander Vetitnev and Alexander Shashkov},
title={Management of Discipline in an Inclusive Classroom with the Involvement of Scientific and Non-scientific Knowledge by the Teacher},
booktitle={Proceedings of the 1st International Scientific Forum on Sustainable Development of Socio-economic Systems - Volume 1: WFSDS,},
year={2021},
pages={498-505},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0010670900003223},
isbn={978-989-758-597-5},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 1st International Scientific Forum on Sustainable Development of Socio-economic Systems - Volume 1: WFSDS,
TI - Management of Discipline in an Inclusive Classroom with the Involvement of Scientific and Non-scientific Knowledge by the Teacher
SN - 978-989-758-597-5
AU - Maznichenko M.
AU - Vetitnev A.
AU - Shashkov A.
PY - 2021
SP - 498
EP - 505
DO - 10.5220/0010670900003223