Management of Discipline in an Inclusive Classroom with the

Involvement of Scientific and Non-scientific Knowledge by the

Teacher

Marina A. Maznichenko

, Alexander M. Vetitnev

and Alexander V. Shashkov

Sochi State University, 94, Plastunskaya str., Sochi, Russia

Keywords: Discipline, Discipline Education, Inclusive Education, Inclusive Class, Teacher of Inclusive Education,

Scientific Knowledge about the Ways of Establishing Discipline, Non-Scientific Knowledge about

Pedagogical Reality.

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.

1 INTRODUCTION

The establishment of discipline in school and class,

the education of discipline, the desire and ability to

observe social and moral norms in behavior and

building relationships is the most important factor of

high-quality education in school, professional and life

success of its graduates. Modern conditions of

education (features of modern children as

representatives of generation Z (hyperactivity, clip

thinking, difficulties in maintaining attention,

fascination with gadgets, selfishness, etc.);

https://orcid.org/ 0000-0001-5545-063X

https://orcid.org/0000-0002-9149-2439

enhancement of market orientations in education,

stimulating the consumer attitude of students and

parents to teachers, reducing their social status; high

pressure on teachers, leading to emotional burnout,

etc.) significantly aggravate problems with discipline.

Problems with discipline are aggravated in

inclusive classes that unite students with various

difficulties: with disabilities, with emotional and

behavioral disorders, deviant forms of behavior, poor

command of the language in which instruction is

conducted, and the dominant culture (migrants,

foreign speakers, representatives of national

498

Maznichenko, M., Vetitnev, A. and Shashkov, A.

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

DOI: 10.5220/0010670900003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 498-505

ISBN: 978-989-758-597-5

minorities), who are in a difficult life situation or

socially dangerous situation, orphans and those left

without parental care. Such children often find it

difficult to control their emotions and behavior, to

show empathy and tolerance. Teaching them to

comply with the accepted norms and rules of behavior

at school, in the classroom, takes a lot of time and

effort from the teacher and does not always lead to the

desired results.

One of the reasons for problems with discipline

that teachers have in inclusive classes may be a low

level of inclusive culture of the teacher, expressed in

a negative attitude to the values of inclusion,

emotional rejection of individual students, low

motivation to work with them, inability to understand

their individual difficulties and problems, and help in

their resolution, the presence of significant

difficulties in building pedagogical communication

with children with special educational needs.

An increase in the inclusive culture of a teacher

and a more successful resolution of emerging

problems with discipline can be helped by a teacher's

appeal not only to scientific, but also to non-scientific

knowledge about pedagogical reality - spontaneous-

empirical, artistic-imaginative, spiritual-practical,

mythological, their pedagogical understanding. Such

knowledge is presented in fiction and films about the

school, the experience of colleagues, folklore and folk

pedagogy, religion and morality, social and personal

mythology. However, teachers do not often turn to

such knowledge in solving problems with discipline.

The objective of this article is to study problems

with discipline in the inclusive class, their reasons,

associated with the insufficient level of development

of the inclusive culture of the teacher, ways to solve

them by the teacher with the involvement of scientific

and non-scientific knowledge about the pedagogical

reality.

2 RESEARCH METHODOLOGY

To achieve this objective, the following tasks were

solved using appropriate methods:

The generalization of domestic and foreign

sources on the problems of discipline education in the

class and in the inclusive class, identification of the

features and problems of discipline education in the

inclusive class was carried out using methods of

analysis of scientific literature and generalization.

The study of the level of inclusive culture of

teachers was carried out with the use of a set of

methods: a method for diagnosing the motivation of

teachers to work with various categories of children

with special educational needs created by M.A.

Maznichenko, a method of "Social-Perceptual

Attitude of Teachers Towards Children with Special

Educational Needs" (T.D. Dubovitskaya), a method

of "Pairs of Statements" (M.A. Maznichenko), a

method of identification of difficulties in building

pedagogical communications with children with

disabilities (T.D. Dubovitskaya). The diagnostic

procedure was attended by 130 teachers aged 20 to 65

years, with various pedagogical experience (from 1

year to 45 years), occupying various positions

(resource teacher (special teacher), primary school

teacher, subject teacher, tutor, educator, social

teacher, resource teacher, educational psychologist).

The largest share in the sample (53.8%) is represented

by resource teachers. Teachers represent various

types of educational organizations: secondary schools

(33.8%), pre-school educational organizations

(25.4%), gymnasiums, lyceums (10.4%), institutions

of additional education for children (3.4%), private

educational organizations (1.5%), special schools

(0.8%).

Elaboration of practical recommendation for

teachers to turn to scientific and non-scientific

knowledge about the pedagogical reality to solve

problems with the discipline in inclusive classes was

carried out using methods of classification of types of

pedagogical knowledge, analysis of their capabilities

in solving problems with the discipline, pedagogical

understanding of movies about school.

During the study, we relied on humanistic

methods of pedagogical research, an expanded

understanding of inclusive education as a joint

(integrated) education of various categories of

children with special educational needs (gifted,

disabled, with disabilities (HIA), foreign speakers

and migrants, representatives of minorities, children

with deviant behavior, in difficult life situations, etc.)

together with neurotypical children (Carrington and

Elkins, 2002; Corbett, 1999; Khitryuk, 2015), on

existing psychological and pedagogical research on

the problems of establishing and educating discipline

in the classroom and in the inclusive class.

3 LITERATURE REVIEW

Scientific research examines the disciplinary

strategies of teachers in different countries (Lewis et

all, 2005; Lopes and Oliveira, 2021), in a

multicultural environment (Sit, 2017), in relation to

different categories of children with special

educational needs, for example, refugees

(Mendenhall et all, 2021). Strategies based on the

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

499

introduction of rules and consequences for non-

compliance with them, concluding an agreement with

students, resisting negative forms of behavior, and

studying interpersonal relationships are described

(Polat et all, 2013).

A direct correlation between the effectiveness of

discipline management and the level of development

of the teacher's emotional intelligence, the ability to

manage emotions (Valente et all, 2019), the degree of

technical equipment of the classrooms (Kayikçi,

2011) was revealed.

Gender and other differences in the use of

discipline management strategies by teachers in the

classroom are described. For example, a research of

Rahimi, Hosseini (2012) found that female teachers

more often than male teachers turn to disciplinary

strategies based on aggression, judgment and

punishment and less likely to strategies based on

appreciation and encouragement; strategies based on

punishment and aggression are more often used in

public schools than in private schools.

Inconsistencies between teachers' ideas about the

methods of disciplinary actions on students and the

actual practices of such actions were revealed

(Öztürk, Gangal, 2016).

Inadmissibility of the use of disciplinary practices

based on violence and exclusion of students in

inclusive education is explained (Soodak, 2003).

Methods of discipline management in the

classroom, such as modeling the behavior of students

based on the theory of complex systems, are proposed

(Zhao et all, 2011).

The research of U. Gidlund, conducted on a

sampling of teachers from 15 countries, revealed the

opinion of teachers about the unsolvability of

problems with discipline in an inclusive class, in

which children with emotional and behavioral

disorders are taught, without creation of special

conditions (involving other specialists, reducing the

number of children in a class, reducing the time sheet

of teachers etc.). Teachers believe that inclusion of

such children in a regular class creates unsolvable

difficulties, threats to the health and safety of the

teacher and other students.

In linguistic studies, the content of the teacher's

discussion with students of emerging discipline

problems was studied (Margutti, Piirainen-Marsh,

2011).

It is shown that the reason of problems with

discipline may be a biased perception by teachers of

the actions of students, regarded as a violation of

discipline, a discrepancy in the understanding of

discipline by the teacher and students (Makarova et

all., 2014).

4 RESEARCH RESULTS

Many problems with discipline in the inclusive class

are connected with emotional rejection of individual

children (categories of children) with special

educational needs by the teacher and his or her

unwillingness to work with them.

Diagnostics of the motivational component of

inclusive culture using the author's methodology

showed that teachers have the lowest motivation to

work with foreign children and migrants who are

vulnerable as a result of HIV/AIDS and deviant

behavior (see Table 1).

Table 1: Motivation of teachers to work with children with

special educational needs.

Categories of

children with

special

educational needs

The degree of teachers' motivation to

work with children

no prob

ably

prob

ably

yes

yes very

moti

vated

Migrants and

foreigners

16.9 34.6 27.7 20 0.8

Vulnerable as a

result of

HIV/AIDS

16.9 32.3 33.8 16.2 0.8

With deviant

ehavio

16.2 43.8 27.7 11.5 0.8

Representatives

of minorities

13.1 19.2 37.7 29.2 0.8

Having unique

psychophysical

developmen

5.4 17.7 45.4 30.8 0.8

Disabled children 5.4 14.6 38.5 40.8 0.8

In a socially

dangerous

situation

4.6 10.8 38.5 45.4 0.8

Children with

health limitations

2.3 7.7 40.8 48.5 0.8

Gifted and

talanted

4.6 10.8 28.5 55.4 0.8

In a hard life

situation

2.3 3.8 36.9 56.2 0.8

Orphans and

those left without

parental care

3.8 3.1 32.3 60 0.8

Normal (healthy,

socially well-off)

2.3 7.7 22.3 66.9 0.8

Another reason of problems with discipline is

negative and inadequate assessments of children with

special educational needs by teachers (see Table 2).

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

500

Table 2: Negative characteristics of children with special

educational needs that are given by teachers.

Character

istics

students

All Majori

Minori

Very

few

None

Need

constant

monitorin

25.4 44.6 19.2 6.2 3.8 0.8

Can act

only

according

to the

instructio

4.6 37.7 31.5 19.2 6.9 0

Can not

master

certain

elements

education

programs

3.8 35.4 25.4 21.5 10.8 3.1

Do not

want to

anything

during

lessons

0.8 19.2 28.5 30 21.5 0

Do not

want to

study

2.3 16.2 31.5 25.4 20 4.6

React

only to

criticism

1.5 6.9 16.9 30 31.5 13.1

Do not

react to

teachers'

demands

0 10.8 24.6 26.9 31.5 6.2

Irritate by

their

ehavio

0.8 6.2 6.9 16.2 34.6 35.4

The third reason is the erroneous ideas of teachers

about children with special educational needs and

inclusive education (see Table 3).

Table 3: Erroneous ideas of teachers about children with

special educational needs and inclusive education.

Idea Percentage

of teachers,

Inclusion reduces the quality of education of

neurotypical children, taking away the time

and effort of the teacher for students with

special educational needs

27.7

It is better to teach children with special

educational needs in specialized institutions

and classes

25.4

I have a fear of inclusive education as an

unknown and incomprehensible

phenomenon

19.2

Inclusive education is a utopia: good

intentions but the idea is impossible to

implemen

16.9

A child with health limitations is weak,

unwise, inexperienced, and only an adult can

and should teach and educate him or he

15.4

Inclusive education slows down the

professional and personal development of

the teacher, takes away his or her strength

and time

14.6

In some cases, it is impossible to establish

productive communication between

neurotypical children and children with

special educational needs

13.1

I am convinced that inclusive education is

harmful for all its participants

10.8

Joint education of children of different

nationalities, religions and cultures increases

the risks of conflic

7.7

A child must meet the requirements of the

school, "adapt" to them

4.6

Another reason is the difficulty in building

pedagogical communications with children with

special education needs, based on humanistic norms

and values (see Table 4).

Table 4: Difficulties of teachers in building pedagogical

communications with children with special education

needs.

Aspects of

communications

Very hard Hard Sometime

s hard

To calmly accept

criticism

0.8 8.1 44.4

To take responsibility

for failures and

problems of a student

during lessons

0.8 4.8 38.7

To be demanding and

strict

0 4.8 38.7

To be calm and patien

0 3.2 38.7

To organize group

educational interaction,

communication of

children with health

limitation and

neurotypical children

0 7.3 37.1

To encourage active

work in the classroom

0 3.2 34.7

To publicly admit

mistakes

0 3.2 33.1

To be ready to discuss

different questions,

"uncomfortable" ones

too

0 3.2 33.1

To arouse interest in the

presented material and

the subjec

0.8 1.6 32.3

To stay calm in a

hard/conflict situation

0 4 31.5

To manage one's mood,

desires, actions and

emotions

0 6.5 30.6

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

501

Table 4: Difficulties of teachers in building pedagogical

communications with children with special education needs

(cont.).

Aspects of

communications

Very hard Hard Sometime

s hard

To deal with conflict

situations

0 4 29.8

To engage students in

work during lessons

0.8 29

To take into account

emotional state of a

studen

0 0 29

Not to play hardball 0 1.6 27.4

To show understanding

regardless of the actions

performed

0 2.4 21

To inspire respect 0 3.2 18.5

To engage with the

manner of behavior and

communication

0 0 18.5

To do everything so

that a student is proud

with the achieved

results

0 0.8 17.7

To get feedback (to be

interested in students'

opinion)

0 0 16.9

Not to demonstrate

excellency

0 2.4 15.3

Not to offend a student

with a word, an action

0 1.6 14.5

To cheer up in a hard

situation

0 0.8 12.1

To notice first of all the

good things, successes

and achievements

0 0 12.1

To believe in the

possibility of achieving

success by a studen

0 0 12.1

To get satisfaction from

communication with a

studen

0 3.2 10.5

To show affection for a

studen

0 0 9.7

To listen attentively to a

studen

0 2.4 8.9

To openly express joy,

gratitude and praise a

student during

communication

0.8 0 5.6

To encourage a student

to express his or her

point of view

0 0.8 3.2

To call a student/child

y name

0 0 4

To be polite 0.8 0.8 2.4

5 DISCUSSION OF RESULTS

Educating discipline in an inclusive class, the teacher

must pay special attention to the joint formulation of

the rules with the students and understanding the

meaning of their compliance, constant reminder of

the need to comply with the rules (with the help of

posters, cards, symbols, verbal reminders not only of

the teacher, but also of the students to each other).

The organization of group educational work in the

lesson is productive, when children develop

collective rules of behavior and help each other to

comply with them.

It is important to pay special attention to the

reasons of violation of discipline that are related to

mental, physical and somatic disorders of children.

A positive attitude of the teacher towards students

with special educational needs has a significant

impact on the education of discipline in the inclusive

class. In order to form such an attitude, it is necessary

to promote the values of inclusion, training and

informal communication of the teacher with

"difficult" students and their parents.

In solving problems with discipline in the

inclusive class, it is advisable for the teacher to turn

to various types and sources of knowledge about

pedagogical reality.

The generalization of scientific literature allowed

us to distinguish five types of such knowledge:

scientific, spontaneous-empirical, artistic-figurative,

spiritual-practical, mythological.

Scientific knowledge gives the teacher a

theoretical understanding of school discipline as a

manifestation of the ability to self-regulate, the ability

to obey collective norms and requirements, to comply

with established norms and rules, to fulfill the

requirements of the teacher and the class team

(Gmurman, 1958). They offer ways to establish

discipline by recognizing the true motives of its

violation by a student (attracting the attention of the

teacher and peers, asserting their power, authority,

revenge on the teacher or expressing resentment,

avoiding failures) (Muzalkov, 2001), transferring

them into a constructive channel through the

implementation of supportive strategies.

Spiritual and practical knowledge provides

examples of building such relationships with a child,

the natural consequence of which is discipline. It is a

relationship based on love (Belukhin, 2006),

tenderness (Shchurkova, 2014) and respect. The

value basis of such relationships can be the Christian

principle "Love your neighbor as yourself", the

Christian understanding of love, expressed in the First

Epistle to the Corinthians of St. Paul.

Turning to spontaneous empirical knowledge can

be expressed in the use of pedagogical intuition, the

study and understanding of the experience of

colleagues, folklore and folk pedagogy. Websites of

schools, professional Internet communities of

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502

teachers ("Infourok", "Pedsovet", "Nsportal", etc.)

contain many materials from the experience of

teachers, offering specific rules and techniques for

establishing discipline: do not shout, do not humiliate,

do not get angry, formulate rules of behavior during

lessons, involve children in conducting lessons in

elementary grades, impose additional responsibilities

on violators, ignore children who break the rules (do

not ask those who do not raise their hand); involve the

noisy and restless children as teacher assistants;

organize a "minute of silence", etc.

It is possible to attract mythological knowledge

through pedagogical reflection of mythological

constructs, social and personal mythology.

Artistic and imaginative knowledge about the

pedagogical reality of the teacher can learn from

novels about education, school stories and movies

about school.

In domestic and foreign cinema, a wide layer of

so-called "school movies" can be distinguished, in

which the action takes place at school, and the

characters are teachers, students and their parents. In

many of them, one of the central themes is the

teacher's discipline, constructive interaction with

students in a "difficult" class, gaining authority: "Till

Monday" (Russia, 1969), "Big School-Break"

(Russian, 1973), "Night School" (the USA, 2018),

"Freedom Writers" (the USA, 2007), "The Ron Clark

Story" (the USA, 2006), "The Chorus" (France,

2004), "Renaissance Man" (the USA, 1994),

"Detachment" (the USA, 2011), "Dead Poets Society"

(the USA, 1989), "The Class" (France, 2008), "The

Teacher" (Russia, 2015), "The Geographer Drank His

Globe Away" (Russia, 2013), "Dear Yelena

Sergeyevna" (Russia, 1988), "Correction Class"

(Russia, 2014) etc. No less interesting in this matter

are literary works, primarily novels about upbringing

and school stories: "The War with an Axiom" by L.

Insarova, "Flags on the Battlements" by A.S.

Makarenko, "Kondouit and Schwambrania" by L.

Kassil, "The Republic of ShKID" by G. Belykh, L.

Panteleyev, "Essays on the Bursa" by N.G.

Pomyalovsky etc.

The movie "The Chorus" shows that the methods

based on the "carrot and stick" approach, training do

not work for "difficult" teenagers - a more effective

way is to involve them in activities that the teacher

himself is keen on. One of the characters of the movie

(the director of a boarding school for difficult

teenagers) advocated the "action-reaction" method,

but did not succeed, and for the other one (music

teacher Clement Mathieu), discipline became a

natural consequence of involving students in the thing

that the teacher loved himself, which were music

lessons, singing in the choir, which allowed many of

the students to become worthy people.

In the movie "The Ron Clark Story", the main

character began his work with a difficult class by

putting up posters with rules that can make your stay

at school more pleasant: "We are a family", "School

should awaken feelings", "We respect each other",

"Go in and out of the class in turn", "Throw gum in

the bin", etc. It is true that during the first lesson these

posters were torn down by the students, and the rules

were broken. However, gradually, by explaining the

importance, the personal significance of following

these rules in order to successfully pass the exam,

graduate from school, become the best class, and

building friendly relationships with students through

showing interest in their hobbies (for example, a

teacher asked children to teach him to jump through

a rubber band), Ron Clark managed to achieve both

discipline and high learning results. At the same time,

Ron did not punish his students because he knew that

they would start protecting themselves and the

connection with them will be lost. He did not accuse

children of not understanding something or not being

capable to do yet. He did not treat worse those

teenagers who stole, sold drugs etc. He created

success situations, visited families, convinced parents

that their children needed to learn.

In the movie "Freedom Writers", Miss Grewel, a

young teacher, managed to cope with a difficult class

of African-Americans, many of whom had committed

crimes, by showing them the prospects of a different

life. Sure, she had to spend a lot of time, money and

patience on this: she bought books for them, took

them on excursions, talked to them patiently.

Such movies as "The Key That Should Not Be

Handed On", "Detachment", "Big School-Break",

"Renaissance Man", "Dead Poets Society", "The

Class" can serve as an example of establishing

discipline through the assertion of personal authority,

charisma, building informal, human relationships

between teachers and students. And, on the contrary,

such movies as "The Teacher" (Russia, 2015), "Dear

Yelena Sergeyevna" (Russia, 1988) shows those

qualities of teachers that diminish their authority in

the eyes of the students and lead to violations of

discipline ("softness", liberalism, ignorance of

interests of modern youth). One of the ways that a

teacher can gain authority among teenagers and high

school students is to experience an extreme situation

together, in which they supported each other, "did not

back down". In the movie "The Geographer Drank

His Globe Away", the main character tried to create

such a situation, but the addiction to alcohol did not

allow him to adequately withstand the test.

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

503

In a plot of "Yeralash" - "40 Devils and One Green

Fly", some techniques are presented for the teacher to

assert leadership in conditions when students give

him or her a "test of strength": to find an informal

leader (the instigator – in the movie it is Goretsky), to

do something better than him, to show his

inconsistency in something, to transform his activity

into a useful channel. The psychological mechanism

of the action of the hero of this video is as follows:

first, the teacher joins the children and shows that he

or she is at one with them, thanks to which he or she

becomes an authority for them, and then gradually

begins to lead them. By these actions, the teacher

actually said to the children in the words of Mowgli:

"We are of the same blood - you and I". "He is like

us," - the children realized. - "He can do something

that we can do but even better!". We see the similar

mechanism in the actions of Ron Clark in the movie

"The Ron Clark Story", where the teacher started to

play "rubber bands" with the children.

6 CONCLUSIONS

This study allowed us to draw the following

conclusions:

Problems with discipline are exacerbated in the

context of inclusive education.

Discipline education in the inclusive class has the

following features: 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 reason for the teacher's problems with

discipline may be an insufficient level of inclusive

culture, which is expressed in low motivation to work

with certain categories of children with special

education needs, emotional rejection of individual

students, endowing them with negative or inadequate

characteristics, the teacher has erroneous ideas about

children with with special education needs and about

inclusive education, the presence of difficulties in

building pedagogical communications.

For a more effective solution of problems with

discipline in the inclusive class, it is advisable for the

teacher to involve both scientific and non-scientific

(spontaneous-empirical, artistic-figurative, spiritual-

practical, mythological) knowledge about

pedagogical reality, carrying out their pedagogical

understanding. Movies about school have significant

opportunities in this regard.

ACKNOWLEDGEMENTS

The research was carried out with the financial

support of the Kuban Science Foundation in the

framework of the scientific project № FNI-GO-

20.1/4.

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