Design and development of a classroom discipline simulation

Abstract

It is doubtful that the current push for integrating technology throughout education will lead to meaningful changes unless it is accompanied with visionary educational philosophy. Constructivists who recognize that understanding takes place when the learner constructs knowledge provide this philosophy. We need to provide constructivist learning environments for learners of all ages so they can be actively involved with their learning. This is particularly true of preservice teachers, who will be the gatekeepers of what takes place in our future classrooms. Preservice teachers will be better prepared to utilize constructivist environments after they have had the opportunity to experience constructivist learning. Simulations offer an opportunity for providing constructivist environments.

Simulations allow the user to develop and test conjectures about a particular concept and they provide a context for a discussion about that concept. A simulation of classroom experiences can help bridge the gap between theory and practice by allowing preservice teachers to develop an understanding of classroom practice. There is a need to develop and study these simulations so that we can better understand how to use them most effectively. Classroom discipline is a concern of many preservice teachers. A simulation designed to help preservice teachers better understand classroom discipline should present a realistic scenario and it should reflect a particular theory of discipline. Dreikurs theory of classroom discipline reflects the democratic atmosphere of our society that best support constructivist learning. This study focused on the design and development of a simulation that reflected this theory. A preliminary evaluation of this simulation was performed using three preservice teachers. This evaluation showed that the simulation stimulated the preservice teachers' thinking about classroom discipline. It enabled these preservice teachers to develop questions about discipline that could lead to a fruitful discussion.