- Students are motivated: Highly motivated students are less likely to cause disruption in the classroom.
- Teacher and students are cooperating smoothly: Good interpersonal relationships between the teacher and students are vital for classroom discipline.
- Teacher and students are aiming for the same objectives: Students who feel that they are working with their teacher towards a common goal, cooperate better and are less prone to causing problems in class.
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- The teacher is in control: The teacher should never lose control of the situation but must make sure the learners understand what is expected of them at all times.
- The lesson is proceeding according to plan: This may usually be a characteristic of a well- disciplined classroom, since time is not spent on disruptive behaviours. However, other reasons may make a lesson plan hard to follow even in well-disciplined classrooms, such as unexpected occurrences, e.t.c.
- Learning is taking place: A high level of classroom discipline does not necessarily lead to learning. If students feel forced to behave in a certain way, they may react negatively and therefore learn little or nothing at all.
- The teacher has a natural charismatic authority: A teacher’s personality is important, but it does not guarantee classroom discipline by itself. Other factors may interfere, such as: his/her relationship with the students, students’ lack of interest or motivation, little or no preparation on the part of the teacher
- It is quiet: Nowadays, students assume responsibility for their own learning and are more actively involved in the learning process. This means that they may have to work in pairs or groups, do project work and make “creative” noise in class. Therefore, the old view that the quieter a classroom the more disciplined it is, is not valid any more.