discipline
音节划分：dis?ci?pline
中频词，你记住了吗？
['d?s?pl?n]
['d?s?pl?n]
使有纪律；
符合行为准则的行为（或举止）
过去分词：
现在分词：
第三人称单数：
大家都在背：
1. To start a revolution, you need discipline, incisiveness and articulacy.
要革命，就要守纪律、看得远、善表达。
来自柯林斯例句
2. The aim of discipline is to teach children to behave acceptably.
纪律的目的是教育儿童举止得体。
来自柯林斯例句
3. The discipline of studying music can help children develop good work habits.
音乐学习中的训练可以帮助孩子们培养好的工作习惯。
来自柯林斯例句
4. Hospital discipline was broken. Amy would have to explain herself.
破坏了医院的纪律，埃米将不得不为自己辩解。
来自柯林斯例句
5. Self-discipline, willingness, enthusiasm, that's what you must depend on.
自律、自愿与热情，这是你所必须依仗的。
来自柯林斯例句
1. “惩戒”释义下的同义词
2. “训练,训导”释义下的同义词
其他释义下的同义词
： 侧重进行有系统的，严格和重复的练习。
： 主要指为强壮体魄而进行的锻炼，也可指进行练习以保持已经获得的技巧。
： 指把所学的理论或知识用于实践以获得技艺与技巧。
： 普通用词，泛指为从事某种职业而进行的身体或智力方面的训练。
： 既可指训练又可指为达到某种熟练程度而进行的约束。
不可数名词
训练;纪律;风纪 Discipline is the practice of making people obey rules or standards of behaviour, and punishing them when they do not.&
Order and discipline have been placed in the hands of headmasters and governing bodies.
维持秩序和纪律的工作已交接给了校长和管理机构了。
...discipline problems in the classroom.
课堂纪律问题
不可数名词
自制力;遵守纪律 Discipline is the quality of being able to behave and work in a controlled way which involves obeying particular rules or standards.&
It was that image of calm and discipline that appealed to voters.
正是那个冷静、自律的形象打动了选民。
训练;磨炼 If you refer to an activity or situation as a discipline, you mean that, in order to be successful in it, you need to behave in a strictly controlled way and obey particular rules or standards.&
...inner disciplines like transcendental meditation...
内省，如冥思静坐
The discipline of studying music can help children develop good work habits.
音乐学习中的训练可以帮助孩子们培养好的工作习惯。
惩罚;处罚;处分 If someone is disciplined for something that they have done wrong, they are punished for it.&
【语法信息】：be V-ed
【语法信息】：V n
The workman was disciplined by his company but not dismissed...
那个工人受到了公司的处罚，但并没有被解雇。
Her husband had at last taken a share in disciplining the boy.
她的丈夫最后也加了进来一起教训那个男孩。
训练;训导;管教 If you discipline yourself to do something, you train yourself to behave and work in a strictly controlled and regular way.&
【语法信息】：V pron-refl to-inf
【语法信息】：V pron-refl
Out on the course you must discipline yourself to let go of detailed theory...
在高尔夫球场上，你必须训练自己做到不拘泥于细枝末节的理论。
I'm very good at disciplining myself.
我能做到严格自律。
(尤指大学里的)学科，科目 A discipline is a particular area of study, especially a subject of study in a college or university.&
【语域标签】：FORMAL 正式
You've got to make sure that people work together across disciplines...
你必须确保让那些出身不同学科的人一起共事。
We're looking for people from a wide range of disciplines.
我们需要各个学科的人才。
1. 训练, 训导
She must have been well disciplined for her orderliness.
她有条不紊, 一定受过良好的训练。
They disciplined him to be patient.
他们培养他有耐心。
I've disciplined myself to do two hours of exercise every day.
我坚持每天锻炼两个小时。
2. 处罚, 惩罚
The boy was often disciplined for staying away from school.
那孩子常因为逃学而受到处罚。
3. 自我控制；严格要求（自己）
4. (通过训练和监督)使有纪律，使守纪律
5. 使有条理，使有条不紊
1. 训练, 锻炼, 训导
She needs the discipline of having to write an essay every week.
她需要进行每周写一篇文章的训练。
Our soldiers showed perfect discipline under heavy fire from the enemy's guns.
在敌人的炮火下, 我们的士兵表现出良好的纪律。
3. 处罚, 处分
That child needs discipline.
必须对这个孩子加以惩罚。
Mathematics and physics are related disciplines.
数学和物理是相关学科。
5. 训练方法；行为准则；符合准则的行为
6. 自制力；遵守纪律
7. 磨练，(经历、逆境等的)锻炼效果
8. (一套)规章制度；行为准则
9. 符合行为准则的行为(或举止)
"in what discipline is his doctorate?"
"teachers should be well trained in their subject"
"anthropology is the study of human beings"
，，，，，，，
2. a system of rules of conduct o
"he quickly learned the discipline of prison routine" or "for such a plan to work requires discipline";
3. the trait o
"he insisted on discipline among the troops"
4. training to improve strength or self-control
"the offenders deserved the harsh discipline they received"
1. train by inst especially to teach self-
"Parents must discipline their children"
"Is this dog trained?"
2. punish in order to gain control
"The teacher disciplined the pupils rather frequently"
专辑介绍 Janet Jackson 2008 最新专辑 Discipline 惩罚 这张珍娜杰克森又将席卷流行乐坛， 最新单曲 FEEDBACK爱的回报刚发行就受到乐迷的注意， 曲风以走向电子舞曲， 不缺时尚新潮未来感， 可以到Youtube可以搜寻的到， 很值得新一代的年轻乐迷注意， MV一上新造型及舞蹈也将引起仿效， 整齐划一的群舞， 排行榜的成绩应该可以一扫之前成绩不佳的阴霾 天后大战第一发，Janet Jackson跳槽至Island Records的首张作品–“Discipli
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discipline
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方便的话，请您留下一种联系方式，便于问题的解决：Assertive Discipline | Child Discipline in the Classroom
Assertive Discipline
&&& Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment.& To no one's surprise, Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to&manage the&undesirable behavior that occurred in their classrooms.& The Cantors, rightfully so, attributed this finding to a lack of training in the area of behavior management.& Based on their investigation and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior.& Today, it is the most widely used "canned" (prepared/packaged) behavior management program in the world.& Assertive discipline has evolved since the mid 70's from a rather&authoritarian approach to one that is now more democratic and cooperative.
&&& The Cantors believe that you, as the teacher, have the right to determine what is best for your students, and to expect compliance.& No pupil should prevent you from teaching, or keep another student from&learning.& Student compliance is imperative in creating and maintaining an effective and efficient learning environment.& To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.
&&& Assertive teachers react confidently and quickly in situations that require the management of student behavior.& They are supported by&a few clearly stated classroom rules that have been explained, practiced, and enforced consistently.& They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately.& Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.& Assertive teachers do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style& (as with&"hostile" teachers).& Neither do they react in a passive, inconsistent, timid, non-directive manner (as with&"non-assertive" teachers).
&&& Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of students.& They believe that the students wish to have the personal and psychological safety experienced when their&teacher is highly competent in directing behavior.& The Canters state that society demands appropriate behavior if one is to be accepted and successful.& Therefore, no one benefits when a student is allowed to misbehave.& The Canters say that teachers show their concern for today's youth when they demand and promote appropriate classroom behavior. Additionally, educators have the right to request and expect assistance from parents and administrators in their efforts.&& Assertive discipline provides strategies for gaining this support. For example, to gain the support of administration, write your rules, positive consequences, and a list of penalties. The list of negative consequences moves from official warning/cease-and-desist order, to removal from the classroom.
In between are sequentially more punitive outcomes for failure to comply with the teacher direction.
(You can find out more about setting up your classroom management plant inside the &Free podcasts & videos& button on the home page
Scroll down to &Setting up your classroom management system)
Once you have your written document, schedule an appointment with the person in charge of discipline (Dean of Students, Assistant Principal).
Present your plan.
If it receives a positive review, say &Thank you&, and mention that the step that follows the last one on your list is a visit to &the office&.
If the administrator backs off from the support for your plan, ask what needs to be done to gain his/her backup to your plan.
Work together to create a system in which you do your best to address misbehaviour in your classroom, but can be assured of admininistrative support if the youngster is non-responsive to your in-class attempts to help him/her display appropriate behavior.
&&& More than being a director, assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior (via direct instruction...describing, modeling, practicing, reviewing, encouraging, and rewarding) to those who don't show it at present.& They are demanding, yet supporti and respectful in tone and mannerisms when addressing misbehavior.& Assertive teachers listen carefully to what their students have to say, speak&politely to them, and treat everyone fairly (not necessarily equally).
to read a report on the observed actions of co- one assertive and the other hostile&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
How to Use Assertive Discipline
1. Dismiss the thought that there is any acceptable reason for misbehavior (Biologically based misbehavior may be an exception).
2. Decide which rules you wish to implement in your classroom. Devise four or five rules that are specific and easily understood by your students. (For more on making rules, see the home page link on "How to create your own behavior management system" or the video podcast on this topic)
3. Determine negative consequences for noncompliance (You will be providing a consequence EVERY TIME a student misbehaves).& Choose three to six negative consequences (a "discipline hierarchy"), each of which is more punitive or restrictive than the previous one.& These will be administered if the student continues to misbehave.& The Canters recommend that you NOT continue punishing if talking with the youngster will help to defuse the situation.& (For more on making and implementing consequences, see the home page link on "How to create your own behavior management system")
4. Determine positive consequences for appropriate behavior.& For example, along with verbal praise, you might also include raffle tickets that are given to students for proper behavior.& Students write their names on the cut up pieces of paper and drop them into a container for a daily prize drawing.& Even if a student is having a bad day, there is a reason to improve...s/he might get a ticket and have a chance at winning the raffle prize.& Others might receive notes of praise to be shown to their parents. &&& Group rewards are also used.& A marble might be dropped into a jar for each predetermined interval that the class as a whole has been attentive and respectful.& When the jar is full, a special event is held. Some assertive teachers write a letter of the alphabet on the board for each period/activity of good group behavior.& When the letters spell "Popcorn Party" (or some other activity), that event is held.
5. Conduct a meeting to inform the students of the program.& Explain why rules are needed.& List the rules on the board along with the positive and negative consequences.& Check for understanding.& Review periodically throughout the year (especially soon after implementation of the program) in order to reiterate important points and consolidate the program.
6. Have the students write the rules and take them home to be signed by the parents/guardians and returned (optional depending on age of students, chances of forms being reviewed and returned, etc.).& Attach a message explaining the program and requesting their help.
7. Implement the program immediately.
8. Become skilled in the use of other assertive discipline techniques: a. Communicate your displeasure with a student's misbehavior, but then be sure to tell the student what s/he should be doing.& For example, consider: "Bill, please put&the pencil down on the desk&and pass your paper forward."&& Notice that the teacher told the student what&to do.&&&Often&students contine to display inappropriate behavior when they have been told to discontinue it because they do not know what they should be doing.& Now that you have given a direction, you can reinforce the student for compliance or punish him or her for noncompliance.& Be sure to add emphasis to your directions by using eye contact, hand gestures, and the student's name. b. Recognize and quickly respond to appropriate behavior.& This quick action will encourage the students to display the desired behavior more often.& Be aware that some students may need to be reinforced quietly or non-verbally to prevent embarrassment in front of peers. c. Learn to use the "broken record" technique. Continue to repeat your command (a maximum of three times) until the student follows your directions.& If directions are not followed at that point, the sequential list of penalties is implemented.& Do not be sidetracked by the student's excuses.&& Consider this example of the procedure:&&&& Teacher: "Vince, you have work to do. Get away from that window and sit in your seat." &&& Student: "But I want to see the cop give that guy a ticket." (Now you have to make a choice: Is this incident a&"teachable moment", in which everyone could go to the window and we could teach about law enforcement, greivances in court, insurance rates, etc.; Or is it important at this&time for everyone to be&working on something else&more essential?)&&& Teacher: "I understand, but I want you to sit down now." &&& Student: "'Just one minute, OK?" &&& Teacher: "'No, Vince, I want you to sit down now." &&& Student: "Aw, OK."
Nice kid.& If the command is not followed, you might issue a choice to the student.& This can be done after the first, second, or third request. Give the student a choice between following the command or facing a consequence for disobedience.& For example: "Vince, you have a choice. You can sit down now or you'll sit with me after school (or during recess)."&& If you find it necessary to implement the consequence, make it clear to the student that s/he made the decision as to which option would occur.& The consequence should be administered quickly and in a calm, matter-of-fact manner.& In the above situation, you would move through your list of negative consequences until the student complies.
d. Learn to use the "positive repetitions" technique.& This is a disguised way of repeating your rules so that all students know what to do (This procedure appears to be a restatement of Jacob Kounin's "ripple effect" strategy).& Repeat the directions as positive statements to students who are complying with your commands (e.g. "Jason raised his hand to be recognized.& So did Harold and Cynthia.& Thanks you.").
e. Use "proximity praise" (also appears to have been borrowed from Jacob Kounin).& Instead of just focusing on the misbehaving students, praise youngsters near them who are doing the correct thing.& It is hoped that the misbehaving students will then model that appropriate behavior (Kounin's "ripple effect").& The comments can be made specific and obvious for younger students.& More subtle recognition is required for adolescents.
f. Make use
moving toward misbehaving students (indicated moreso for younger kids).& Invite (pre)adolescents into the hallway to "talk" to avoid embarrassment in front of peers (and the negative behavior that will most likely result if you engage in public chastisement).
g. If kids don't presently possess desired classroom behaviors, teach them!& This instruction involves more than just giving commands.& Teach and roleplay actions in order to promote responsible behavior (see the&page on this site titled "Teaching social skills to kids&who don't have them")
Activities and Discussion Questions
1. Identify the following teacher response as being that of an assertive teacher, a hostile teacher, or a non-assertive teacher (sometimes you will see a combination of two types):
a. "Tish, I like the way you raised your hand before speaking."
b. "Conchita, please start putting your project away.& It's been five minutes since I asked you to clean up."
c. "I give up.& If this group doesn't want to listen, its your problem, not mine."
d. "Get to the end of the line! (The teacher grabs the student's shoulder and pushes him toward the end of line.)& If you want to act like a bully, I'll show you what it's like to get pushed around."
e. Typically active students are working quietly on their projects while the teacher sits at his desk and talks with the classroom aide.
f. Students are off task while the teacher quietly sits at her desk and corrects assignments.
g. "Jamie, stop hitting. You will keep your hands to yourself or you will go to the time-out room."
h. "Louise, you did such a nice job on your composition!& Let's go down&to the office to&show Mrs. Gailey (the well-liked&assistant principal)."
i. "Hank, when are you going to learn that spitting at people is not a good way to handle conflicts?"
j. "Quit acting like a baby. Act your age."
k. "I want you to stop talking and finish those math problems."
1. "'I don't believe it. You finally handed in an assignment that doesn't look like chicken scratchings."
m.& "Wow, you only made that one small mistake. Great work Carmen."
n. Peter is working diligently on his seatwork.& He feels a hand on his shoulder and looks up to see the teacher give him a smile and a wink. & &
2. Provide an assertive response to the following situations:
a. Five students are gathered around a small table for their reading lesson. While three students read or listen, Calvin and Poonam are poking each other and making faces.
b. When told to get back on task, Juanita tells you that she is feeling ill today. This response&is not typical&for her.
c. When told to get back on task, Kevin tells you that he is feeling ill today.& This is commonly reported by him, has been evaluated out by the school nurse, and is believed to be a ploy he uses to avoid class work.
d. Berj rips up his worksheet and throws it on the floor, mumbling, "I'm not doing this crap."
e. Diana leaves her seat to tug on your arm and ask for assistance. You tell her to sit down and raise her hand.& She starts to cry and accuses you of never helping her. &
3. Demonstrate the "'broken record" technique by writing responses for the teacher.& Show your concern for the student by prefacing your unwavering direction/command with a supportive message (e.g.,& "I understand, but...").
a. Mike is not wearing his goggles during an activity that requires chipping pieces off of a rock with a hammer and chisel. Teacher:&&&&&& "Mike, put those goggles on." Mike:&&&&&&&&& "It's OK I've done this before." Teacher:&&&&& "&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& ." Mike:&&&&&&&&& "But the goggles get hot and fog up." Teacher:&&&&& "&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& ." Mike:&&&&&&&&& "Aw, but they mess up your hair and leave red lines on your face." Teacher:&&&&& (Offer a choice.& Restate the direction and inform him of the consequence that will &&&&&&&&&&&&&&&&&&&&&&&&&&& occur if he fails to comply.) &
b. The softball beats Antonis to home plate and he violently pushes Tim who is waiting at the plate for the tag.& Tim receives a hard knock on the head as a result of the push-initiated fall.
Teacher:&&&&& "Antonis, sit down for a few minutes." George:&&&&&& "For what?!" Teacher: George:&&&&&& 'They do it in the pros!!" Teacher: George:&&&&&& "Bulls--t!& Why do I have to sit out for playing right?& If Tim doesn't want to get &&&&&&&&&&&&&&&&&&&&&&& hurt, he shouldn't stand in front of the plate!" Teacher:&&&&& (Offer a choice with a negative consequence for noncompliance.) &
c. You see Tyler put the stuffed clown doll in his desk rather than returning it to the toy box. &&&&&&&&&&& You decide to give a friendly hint or two. Teacher:&&&& "Tyler, I don't see Emmett in the toy box." Tyler:&&&&&&&&& Places his face in his folded arms on the table, then raised it up to give you one &&&&&&&&&&&&&&&&&&&&&&& of his wonderful smiles. Teacher:&&&& "Emmett gets lonely without his clown friends." Tyler:&&&&&&&& "I won't play with him." Teacher:&&&& (Issue a direction) Tyler:&&&&&&&& "No! Teacher:&&&& (Offer a choice with a negative consequence for noncompliance.) &
4. To understand how messages are made more effective by the use of the student's name, eye contact, and gesture, practice the following steps with another person.
a. Sit ten to fifteen feet apart from your partner who is standing. b. While looking down or away from your partner, say, "Sit down." c. (partner stands up again if seated)& While looking down or away from your partner, say &&&&&&&&&& "(Name), sit down." d. (partner standing) Say, "(Name), sit down," while looking assertively into the eyes of your &&&&&&&&&&& partner. Maintain this eye contact for a few seconds. e. (partner standing) Say, "Name, sit down," while maintaining eye contact and gesturing &&&&&&&&&&& toward the chair. f. (partner standing) Stand up while completing step (e).& Be aware that some older students &&&&&&&&&&& may see this behavior as a challenge to a conflict. g. Switch roles and repeat steps (b) through (e) (...but leave out the gesture). Have a partner &&&&&&&&&&& play the role of a student who has just sat down in his/her chair after delivering a message &&&&&&&&&&& for you.& Instead of using the phrase "Sit down" (as in the last situation), use "Thank you for &&&&&&&&&&& your help". & (Dr. Mac's note: Allow the student to decide on whether s/he will give direct eye contact.& While eye-contact from children during discipline is common among those raised in homes with European ancestry, most other cultures of the world require a student to look down or avoid eye contact while being disciplined.& However, you, as the adult should usually use strong eye contact.& Even this recommendation might be inappropriate at some times though...as when dealing with adolescents who might become combative.& In that case, polite requests given with a lessened contact of the eyes may be indicated.)
5. Practice giving positive reinforcement and consequences in different ways by engaging in the tasks below with a partner. a. Have someone play the role of a student who is quietly writing a composition and &&&&&&& sometimes looks up momentarily to think.& Give five different nonverbal signals (e.g., &&&&&&& wink, smile, nod, "thumbs up," OK sign, etc.). b. Use positive touching on the student's back or shoulder and give a nonverbal signal. c. Give a positive comment to the whole class (use your imagination) because they are all &&&&&&& working so diligently. d. Have your partner approach your desk and ask if his or her paper is "OK".& Say something positive to the student in a personal, quiet voice. Give specifics in a positive or constructive manner.& Remember to use eye contact and the student's name. &
6. Conduct a self-analysis by completing the following: a. List the names of a few students whose behavior has been difficult for you to manage.
b. Decide with which of these pupils you failed to set firm consistent limits (non-assertiveness) because: You were afraid of them or their behavior You might cause them psychological harm You felt inadequate to handle their unusual behavior You were concerned that they might not like you You weren't sure what to do
c. With which of these pupils did you react in an&aggressive manner (hostile teacher practice) by: && -Yelling &&& -Berating &&& -Belittling &&& -Getting physical &&& -Using sarcastic, hurtful humor &&& -Using a punishment that was too harsh given the offense &
d. Analyze your typical behavior management style.& Do you set firm, consistent limits for all &&&&&&& students?& Do you respond to misconduct in a non hostile, assertive manner? Do you use a firm, calm, confident voice? Do you use eye contact, gestures, and the student's name? Do you have a sequential listing of responses (e.g., warning, detention, send to office) so &&&&&&& that you are prepared to administer a negative consequence, and do the students know &&&&&&& that you will respond in a consistent manner? Do you "catch the students being good" (e.g., answering questions,& doing requested &&&&&&& assignments)?
e. Write down the changes that you must make to develop a style that is consistent with the &&&&&&& assertive discipline. &
7. Follow steps 2, 3, and 4 under the section entitled How to Use Assertive Discipline. &&&& Also write the message mentioned in step 6. &
8. Visualize a classroom experience you have had when you felt inadequate or reacted in a nonassertive or hostile manner.& Now relive that experience and act assertively in it.& Say your response out loud.& Use an assertive, confident voice. &
9. With another person, discuss the following: a. Should students have an influence in the formation of rules and routines?& If so, to what &&&&&&& extent? b.& Are there any legitimate excuses for misbehavior (e.g., misinterpretation of a situation, &&&&&&& illness,& home problems, cultural difference in what is perceived as the correct way to &&&&&&& respond in a situation)? c. Is this approach useful for all teachers, students, and educational programs?
10.& The Canter's believe that kids choose to misbehave.& Do you believe that all behavior is a conscious choice on the part of youngsters?& Might some kids be reacting habitually and therefore need to be made aware of options to create the ability to choose?
11.& The Canter's recommend that your first step in dealing with misbehavior is to tell the student that s/he has "a warning".& How do you feel/react when you are given "a warning"?& Might the word "Reminder" be a better choice?& Might you try other things before giving a direct warning? (e.g., distracting the youngster back to task, asking the youngster what's up, etc.)
12. Go to the link on Dr. Mac's home page titled "Different ways to catch them being &&& good".& There you will find reports on the use of many of the techniques mentioned &&& above. & &
Author: Tom McIntyre at ,