Management of Discipline in an Inclusive Classroom with the

Involvement of Scientific and Non-scientific Knowledge by the

Teacher

a b c
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 enhancement of market orientations in education,

stimulating the consumer attitude of students and
The establishment of discipline in school and class, parents to teachers, reducing their social status; high
the education of discipline, the desire and ability to pressure on teachers, leading to emotional burnout,
observe social and moral norms in behavior and etc.) significantly aggravate problems with discipline.
building relationships is the most important factor of Problems with discipline are aggravated in
high-quality education in school, professional and life inclusive classes that unite students with various
success of its graduates. Modern conditions of difficulties: with disabilities, with emotional and
education (features of modern children as behavioral disorders, deviant forms of behavior, poor
representatives of generation Z (hyperactivity, clip command of the language in which instruction is
thinking, difficulties in maintaining attention, conducted, and the dominant culture (migrants,
fascination with gadgets, selfishness, etc.); foreign speakers, representatives of national

a https://orcid.org/ 0000-0001-5545-063X
b https://orcid.org/0000-0002-9149-2439
c https://orcid.org/0000-0002-9149-2439

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
Copyright c 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
 Management of Discipline in an Inclusive Classroom with the Involvement of Scientific and Non-scientific Knowledge by the Teacher

minorities), who are in a difficult life situation or with special educational needs created by M.A.
socially dangerous situation, orphans and those left Maznichenko, a method of "Social-Perceptual
without parental care. Such children often find it Attitude of Teachers Towards Children with Special
difficult to control their emotions and behavior, to Educational Needs" (T.D. Dubovitskaya), a method
show empathy and tolerance. Teaching them to of "Pairs of Statements" (M.A. Maznichenko), a
comply with the accepted norms and rules of behavior method of identification of difficulties in building
at school, in the classroom, takes a lot of time and pedagogical communications with children with
effort from the teacher and does not always lead to the disabilities (T.D. Dubovitskaya). The diagnostic
desired results. procedure was attended by 130 teachers aged 20 to 65
One of the reasons for problems with discipline years, with various pedagogical experience (from 1
that teachers have in inclusive classes may be a low year to 45 years), occupying various positions
level of inclusive culture of the teacher, expressed in (resource teacher (special teacher), primary school
a negative attitude to the values of inclusion, teacher, subject teacher, tutor, educator, social
emotional rejection of individual students, low teacher, resource teacher, educational psychologist).
motivation to work with them, inability to understand The largest share in the sample (53.8%) is represented
their individual difficulties and problems, and help in by resource teachers. Teachers represent various
their resolution, the presence of significant types of educational organizations: secondary schools
difficulties in building pedagogical communication (33.8%), pre-school educational organizations
with children with special educational needs. (25.4%), gymnasiums, lyceums (10.4%), institutions
An increase in the inclusive culture of a teacher of additional education for children (3.4%), private
and a more successful resolution of emerging educational organizations (1.5%), special schools
problems with discipline can be helped by a teacher's (0.8%).
appeal not only to scientific, but also to non-scientific Elaboration of practical recommendation for
knowledge about pedagogical reality - spontaneous- teachers to turn to scientific and non-scientific
empirical, artistic-imaginative, spiritual-practical, knowledge about the pedagogical reality to solve
mythological, their pedagogical understanding. Such problems with the discipline in inclusive classes was
knowledge is presented in fiction and films about the carried out using methods of classification of types of
school, the experience of colleagues, folklore and folk pedagogical knowledge, analysis of their capabilities
pedagogy, religion and morality, social and personal in solving problems with the discipline, pedagogical
mythology. However, teachers do not often turn to understanding of movies about school.
such knowledge in solving problems with discipline. During the study, we relied on humanistic
The objective of this article is to study problems methods of pedagogical research, an expanded
with discipline in the inclusive class, their reasons, understanding of inclusive education as a joint
associated with the insufficient level of development (integrated) education of various categories of
of the inclusive culture of the teacher, ways to solve children with special educational needs (gifted,
them by the teacher with the involvement of scientific disabled, with disabilities (HIA), foreign speakers
and non-scientific knowledge about the pedagogical and migrants, representatives of minorities, children
reality. with deviant behavior, in difficult life situations, etc.)
together with neurotypical children (Carrington and
Elkins, 2002; Corbett, 1999; Khitryuk, 2015), on
2 RESEARCH METHODOLOGY existing psychological and pedagogical research on
the problems of establishing and educating discipline
in the classroom and in the inclusive class.
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 3 LITERATURE REVIEW
class and in the inclusive class, identification of the
features and problems of discipline education in the Scientific research examines the disciplinary
inclusive class was carried out using methods of strategies of teachers in different countries (Lewis et
analysis of scientific literature and generalization. all, 2005; Lopes and Oliveira, 2021), in a
The study of the level of inclusive culture of multicultural environment (Sit, 2017), in relation to
teachers was carried out with the use of a set of different categories of children with special
methods: a method for diagnosing the motivation of educational needs, for example, refugees
teachers to work with various categories of children (Mendenhall et all, 2021). Strategies based on the

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introduction of rules and consequences for non- 4 RESEARCH RESULTS

compliance with them, concluding an agreement with
students, resisting negative forms of behavior, and Many problems with discipline in the inclusive class
studying interpersonal relationships are described are connected with emotional rejection of individual
(Polat et all, 2013). children (categories of children) with special
A direct correlation between the effectiveness of educational needs by the teacher and his or her
discipline management and the level of development unwillingness to work with them.
of the teacher's emotional intelligence, the ability to Diagnostics of the motivational component of
manage emotions (Valente et all, 2019), the degree of inclusive culture using the author's methodology
technical equipment of the classrooms (Kayikçi, showed that teachers have the lowest motivation to
2011) was revealed. work with foreign children and migrants who are
Gender and other differences in the use of vulnerable as a result of HIV/AIDS and deviant
discipline management strategies by teachers in the behavior (see Table 1).
classroom are described. For example, a research of
Rahimi, Hosseini (2012) found that female teachers Table 1: Motivation of teachers to work with children with
more often than male teachers turn to disciplinary special educational needs.
strategies based on aggression, judgment and
Categories of The degree of teachers' motivation to
punishment and less likely to strategies based on children with work with children
appreciation and encouragement; strategies based on special no prob prob yes very
punishment and aggression are more often used in educational needs ably ably moti
public schools than in private schools. no yes vated
Inconsistencies between teachers' ideas about the Migrants and 16.9 34.6 27.7 20 0.8
foreigners
methods of disciplinary actions on students and the Vulnerable as a 16.9 32.3 33.8 16.2 0.8
actual practices of such actions were revealed result of
(Öztürk, Gangal, 2016). HIV/AIDS
Inadmissibility of the use of disciplinary practices With deviant 16.2 43.8 27.7 11.5 0.8
behavior
based on violence and exclusion of students in Representatives 13.1 19.2 37.7 29.2 0.8
inclusive education is explained (Soodak, 2003). of minorities
Methods of discipline management in the Having unique 5.4 17.7 45.4 30.8 0.8
classroom, such as modeling the behavior of students psychophysical
based on the theory of complex systems, are proposed development
Disabled children 5.4 14.6 38.5 40.8 0.8
(Zhao et all, 2011). In a socially 4.6 10.8 38.5 45.4 0.8
The research of U. Gidlund, conducted on a dangerous
sampling of teachers from 15 countries, revealed the situation
opinion of teachers about the unsolvability of Children with 2.3 7.7 40.8 48.5 0.8
health limitations
problems with discipline in an inclusive class, in Gifted and 4.6 10.8 28.5 55.4 0.8
which children with emotional and behavioral talanted
disorders are taught, without creation of special In a hard life 2.3 3.8 36.9 56.2 0.8
conditions (involving other specialists, reducing the situation
number of children in a class, reducing the time sheet Orphans and 3.8 3.1 32.3 60 0.8
those left without
of teachers etc.). Teachers believe that inclusion of parental care
such children in a regular class creates unsolvable Normal (healthy, 2.3 7.7 22.3 66.9 0.8
difficulties, threats to the health and safety of the socially well-off)
teacher and other students.
In linguistic studies, the content of the teacher's Another reason of problems with discipline is
discussion with students of emerging discipline negative and inadequate assessments of children with
problems was studied (Margutti, Piirainen-Marsh, special educational needs by teachers (see Table 2).
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).

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Table 2: Negative characteristics of children with special Inclusive education is a utopia: good 16.9
educational needs that are given by teachers. intentions but the idea is impossible to
implement
Character All Majori Ha Minori Very None A child with health limitations is weak, 15.4
istics ty lf ty few unwise, inexperienced, and only an adult can
of and should teach and educate him or her
students Inclusive education slows down the 14.6
Need 25.4 44.6 19.2 6.2 3.8 0.8 professional and personal development of
constant the teacher, takes away his or her strength
monitorin and time
g In some cases, it is impossible to establish 13.1
Can act 4.6 37.7 31.5 19.2 6.9 0 productive communication between
only neurotypical children and children with
according special educational needs
to the I am convinced that inclusive education is 10.8
instructio harmful for all its participants
n Joint education of children of different 7.7
Can not 3.8 35.4 25.4 21.5 10.8 3.1 nationalities, religions and cultures increases
master the risks of conflict
certain A child must meet the requirements of the 4.6
elements school, "adapt" to them
of
education
al Another reason is the difficulty in building
programs pedagogical communications with children with
Do not 0.8 19.2 28.5 30 21.5 0 special education needs, based on humanistic norms
want to
do
and values (see Table 4).
anything
during Table 4: Difficulties of teachers in building pedagogical
lessons communications with children with special education
Do not 2.3 16.2 31.5 25.4 20 4.6 needs.
want to
study Aspects of Very hard Hard Sometime
React 1.5 6.9 16.9 30 31.5 13.1 communications s hard
only to To calmly accept 0.8 8.1 44.4
criticism criticism
Do not 0 10.8 24.6 26.9 31.5 6.2 To take responsibility 0.8 4.8 38.7
react to for failures and
teachers' problems of a student
demands during lessons
Irritate by 0.8 6.2 6.9 16.2 34.6 35.4 To be demanding and 0 4.8 38.7
their strict
behavior To be calm and patient 0 3.2 38.7
To organize group 0 7.3 37.1
educational interaction,
The third reason is the erroneous ideas of teachers
communication of
about children with special educational needs and children with health
inclusive education (see Table 3). limitation and
neurotypical children
Table 3: Erroneous ideas of teachers about children with To encourage active 0 3.2 34.7
work in the classroom
special educational needs and inclusive education.
To publicly admit 0 3.2 33.1
Idea Percentage mistakes
of teachers, To be ready to discuss 0 3.2 33.1
% different questions,
Inclusion reduces the quality of education of 27.7 "uncomfortable" ones
neurotypical children, taking away the time too
and effort of the teacher for students with To arouse interest in the 0.8 1.6 32.3
special educational needs presented material and
It is better to teach children with special 25.4 the subject
educational needs in specialized institutions To stay calm in a 0 4 31.5
and classes hard/conflict situation
I have a fear of inclusive education as an 19.2 To manage one's mood, 0 6.5 30.6
unknown and incomprehensible desires, actions and
phenomenon emotions

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Table 4: Difficulties of teachers in building pedagogical meaning of their compliance, constant reminder of
communications with children with special education needs the need to comply with the rules (with the help of
(cont.). posters, cards, symbols, verbal reminders not only of
Aspects of Very hard Hard Sometime the teacher, but also of the students to each other).
communications s hard The organization of group educational work in the
To deal with conflict 0 4 29.8 lesson is productive, when children develop
situations
To engage students in 0.8 29
collective rules of behavior and help each other to
work during lessons comply with them.
To take into account 0 0 29 It is important to pay special attention to the
emotional state of a reasons of violation of discipline that are related to
student
mental, physical and somatic disorders of children.
Not to play hardball 0 1.6 27.4
To show understanding 0 2.4 21 A positive attitude of the teacher towards students
regardless of the actions with special educational needs has a significant
performed impact on the education of discipline in the inclusive
To inspire respect 0 3.2 18.5 class. In order to form such an attitude, it is necessary
To engage with the 0 0 18.5
manner of behavior and
to promote the values of inclusion, training and
communication informal communication of the teacher with
To do everything so 0 0.8 17.7 "difficult" students and their parents.
that a student is proud In solving problems with discipline in the
with the achieved
inclusive class, it is advisable for the teacher to turn
results
To get feedback (to be 0 0 16.9 to various types and sources of knowledge about
interested in students' pedagogical reality.
opinion) The generalization of scientific literature allowed
Not to demonstrate 0 2.4 15.3 us to distinguish five types of such knowledge:
excellency
Not to offend a student 0 1.6 14.5
scientific, spontaneous-empirical, artistic-figurative,
with a word, an action spiritual-practical, mythological.
To cheer up in a hard 0 0.8 12.1 Scientific knowledge gives the teacher a
situation theoretical understanding of school discipline as a
To notice first of all the 0 0 12.1 manifestation of the ability to self-regulate, the ability
good things, successes
and achievements to obey collective norms and requirements, to comply
To believe in the 0 0 12.1 with established norms and rules, to fulfill the
possibility of achieving requirements of the teacher and the class team
success by a student (Gmurman, 1958). They offer ways to establish
To get satisfaction from 0 3.2 10.5
communication with a
discipline by recognizing the true motives of its
student violation by a student (attracting the attention of the
To show affection for a 0 0 9.7 teacher and peers, asserting their power, authority,
student revenge on the teacher or expressing resentment,
To listen attentively to a 0 2.4 8.9
avoiding failures) (Muzalkov, 2001), transferring
student
To openly express joy, 0.8 0 5.6 them into a constructive channel through the
gratitude and praise a implementation of supportive strategies.
student during Spiritual and practical knowledge provides
communication examples of building such relationships with a child,
To encourage a student 0 0.8 3.2
to express his or her the natural consequence of which is discipline. It is a
point of view relationship based on love (Belukhin, 2006),
To call a student/child 0 0 4 tenderness (Shchurkova, 2014) and respect. The
by name value basis of such relationships can be the Christian
To be polite 0.8 0.8 2.4
principle "Love your neighbor as yourself", the
Christian understanding of love, expressed in the First
Epistle to the Corinthians of St. Paul.
5 DISCUSSION OF RESULTS Turning to spontaneous empirical knowledge can
be expressed in the use of pedagogical intuition, the
Educating discipline in an inclusive class, the teacher study and understanding of the experience of
must pay special attention to the joint formulation of colleagues, folklore and folk pedagogy. Websites of
the rules with the students and understanding the schools, professional Internet communities of

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

teachers ("Infourok", "Pedsovet", "Nsportal", etc.) lessons, singing in the choir, which allowed many of
contain many materials from the experience of the students to become worthy people.
teachers, offering specific rules and techniques for In the movie "The Ron Clark Story", the main
establishing discipline: do not shout, do not humiliate, character began his work with a difficult class by
do not get angry, formulate rules of behavior during putting up posters with rules that can make your stay
lessons, involve children in conducting lessons in at school more pleasant: "We are a family", "School
elementary grades, impose additional responsibilities should awaken feelings", "We respect each other",
on violators, ignore children who break the rules (do "Go in and out of the class in turn", "Throw gum in
not ask those who do not raise their hand); involve the the bin", etc. It is true that during the first lesson these
noisy and restless children as teacher assistants; posters were torn down by the students, and the rules
organize a "minute of silence", etc. were broken. However, gradually, by explaining the
It is possible to attract mythological knowledge importance, the personal significance of following
through pedagogical reflection of mythological these rules in order to successfully pass the exam,
constructs, social and personal mythology. graduate from school, become the best class, and
Artistic and imaginative knowledge about the building friendly relationships with students through
pedagogical reality of the teacher can learn from showing interest in their hobbies (for example, a
novels about education, school stories and movies teacher asked children to teach him to jump through
about school. a rubber band), Ron Clark managed to achieve both
In domestic and foreign cinema, a wide layer of discipline and high learning results. At the same time,
so-called "school movies" can be distinguished, in Ron did not punish his students because he knew that
which the action takes place at school, and the they would start protecting themselves and the
characters are teachers, students and their parents. In connection with them will be lost. He did not accuse
many of them, one of the central themes is the children of not understanding something or not being
teacher's discipline, constructive interaction with capable to do yet. He did not treat worse those
students in a "difficult" class, gaining authority: "Till teenagers who stole, sold drugs etc. He created
Monday" (Russia, 1969), "Big School-Break" success situations, visited families, convinced parents
(Russian, 1973), "Night School" (the USA, 2018), that their children needed to learn.
"Freedom Writers" (the USA, 2007), "The Ron Clark In the movie "Freedom Writers", Miss Grewel, a
Story" (the USA, 2006), "The Chorus" (France, young teacher, managed to cope with a difficult class
2004), "Renaissance Man" (the USA, 1994), of African-Americans, many of whom had committed
"Detachment" (the USA, 2011), "Dead Poets Society" crimes, by showing them the prospects of a different
(the USA, 1989), "The Class" (France, 2008), "The life. Sure, she had to spend a lot of time, money and
Teacher" (Russia, 2015), "The Geographer Drank His patience on this: she bought books for them, took
Globe Away" (Russia, 2013), "Dear Yelena them on excursions, talked to them patiently.
Sergeyevna" (Russia, 1988), "Correction Class" Such movies as "The Key That Should Not Be
(Russia, 2014) etc. No less interesting in this matter Handed On", "Detachment", "Big School-Break",
are literary works, primarily novels about upbringing "Renaissance Man", "Dead Poets Society", "The
and school stories: "The War with an Axiom" by L. Class" can serve as an example of establishing
Insarova, "Flags on the Battlements" by A.S. discipline through the assertion of personal authority,
Makarenko, "Kondouit and Schwambrania" by L. charisma, building informal, human relationships
Kassil, "The Republic of ShKID" by G. Belykh, L. between teachers and students. And, on the contrary,
Panteleyev, "Essays on the Bursa" by N.G. such movies as "The Teacher" (Russia, 2015), "Dear
Pomyalovsky etc. Yelena Sergeyevna" (Russia, 1988) shows those
The movie "The Chorus" shows that the methods qualities of teachers that diminish their authority in
based on the "carrot and stick" approach, training do the eyes of the students and lead to violations of
not work for "difficult" teenagers - a more effective discipline ("softness", liberalism, ignorance of
way is to involve them in activities that the teacher interests of modern youth). One of the ways that a
himself is keen on. One of the characters of the movie teacher can gain authority among teenagers and high
(the director of a boarding school for difficult school students is to experience an extreme situation
teenagers) advocated the "action-reaction" method, together, in which they supported each other, "did not
but did not succeed, and for the other one (music back down". In the movie "The Geographer Drank
teacher Clement Mathieu), discipline became a His Globe Away", the main character tried to create
natural consequence of involving students in the thing such a situation, but the addiction to alcohol did not
that the teacher loved himself, which were music allow him to adequately withstand the test.

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In a plot of "Yeralash" - "40 Devils and One Green pedagogical reality, carrying out their pedagogical
Fly", some techniques are presented for the teacher to understanding. Movies about school have significant
assert leadership in conditions when students give opportunities in this regard.
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 ACKNOWLEDGEMENTS
inconsistency in something, to transform his activity
into a useful channel. The psychological mechanism
The research was carried out with the financial
of the action of the hero of this video is as follows: support of the Kuban Science Foundation in the
first, the teacher joins the children and shows that he framework of the scientific project № FNI-GO-
or she is at one with them, thanks to which he or she
20.1/4.
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:
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