School Discipline

Objectives: At the end of this training session, the participants will be able to

1. identify and describe school discipline activities

2. Express class management regarding classroom discipline

3. Explain the need and importance of school discipline

4. State goals of school discipline

5. Know how school discipline can control the behaviour of students

6. Differentiate among different types of school discipline

7. Redress disciplinary problems in their school

8. Improve their school/classroom discipline

9. Define their school discipline plans to implement

10. Understand why students like particular teacher in maintaining classroom or school
discipline

What is School Discipline

School discipline is a form of discipline appropriate to the regulation of children and the
maintenance of order in schools. Where as class management is what teachers do to ensure that
children engage in the task in hand, whatever that may be.

The term refers to students complying with a code of behavior often known as the school rules.
These rules may, for example, define the expected standards of clothing, timekeeping, social
behaviour and work ethic. The term may also be applied to the punishment that is the
consequence of transgression of the code of behavior. For this reason the usage of school
discipline sometimes means the administration of punishment, rather than behaving within the
school rules. The aim of school discipline is, ostensibly, to create a safe and happy learning
environment in the classroom. In a classroom where a teacher is unable to maintain order and
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discipline, students may become unmotivated and distressed, and the climate for learning is
diminished, leading to underachievement.

School discipline has two main goals: (1) ensure the safety of staff and students, and (2) create
an environment conducive to learning. Serious student misconduct involving violent or criminal
behavior defeats these goals and often makes headlines in the process.

It is important to keep the ultimate goal in mind while working to improve school discipline. As
education researcher Daniel Duke (1989) points out, "the goal of good behavior is necessary, but
not sufficient to ensure academic growth." Effective school discipline strategies seek to
encourage responsible behavior and to provide all students with a satisfying school experience as
well as to discourage misconduct.

Attitudes to School Discipline

Throughout the history of education the most common form of school discipline was corporal
punishment. While a child was in school, a teacher was expected to act as a substitute parent,
with all the normal forms of parental discipline open to them. In practice this meant that children
were commonly punished with the birch or cane.

Most modern educationalists in Europe and North America advocate a disciplinary policy
focused on positive reinforcement, with praise, merit marks, house points and the like playing a
central role in maintaining behavior.

Current Theory and Practice

School disciple practices are generally informed by theory from psychologists and educators.
There are a number of theories to form a comprehensive discipline strategy for an entire school
or a particular class.

• Reality Therapy involves teachers making clear connections between student behavior
and consequences in order to facilitate students making positive choices. Features include
class meetings, clearly communicated rules, and the use of plans and contracts are
featured.
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• Discipline with Dignity supports the idea that good discipline starts by keeping student
dignity intact by providing practical strategies for teachers to share responsibility for
discipline with students themselves by tailoring discipline to each individual. Created by
Drs. Richard Curwin and Allen Mendler.[1]

• Positive Approach is grounded in teachers' respect for students. Instills in students a

sense of responsibility by using youth/adult partnerships to develop and share clear rules,
provide daily opportunities for success, and administer in-school suspension for
noncompliant students. Based on Glasser's Reality Therapy. Research (e.g., Allen) is
generally supportive of the PAD program. [2]

• Teacher Effectiveness Training differentiates between teacher-owned and student-

owned problems and proposes different strategies for dealing with each. Students are
taught problem-solving and negotiation techniques. Researchers (e.g., Emmer and
Aussiker) find that teachers like the program and that their behavior is influenced by it,
but effects on student behavior are unclear. [2]

• Transactional Analysis works for students with behavior problems to learn to use
terminology and exercises to identify issues and make changes within the context of
counseling programs. The notion that each person's psyche includes child, adult and
parent components is basic to the TA philosophy. Research has been conducted (e.g.,
Cobb and Richards) has found the TA counseling approach beneficial (McIntyre,
2005)[citation needed].

• Assertive Discipline focuses on the right of the teacher to define and enforce standards
for student behavior with clear expectations, rules and a penalty system with increasingly
serious sanctions are major features. Research (e.g., Mandlebaum and McCormack) is
supportive, but inconclusive about the effectiveness of the AD approach (Emmer and
Aussiker, Gottfredson, and Render, Padilla, and Krank) (McIntyre, 2005)[citation needed]
.
Developed by Lee Canter.

• Adlerian approaches is an umbrella term for a variety of methods which emphasize

understanding the individual's reasons for maladaptive behavior and helping misbehaving
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 students to alter their behavior, while at the same time finding ways to get their needs
met. Named for psychiatrist Alfred Adler. These approaches have shown some positive
effects on self-concept, attitudes, and locus of control, but effects on behavior are
inconclusive (Emmer and Aussiker).[2] Not only were the statistics on suspensions and
vandalism significant, but also the recorded interview of teachers demonstrates the
improvement in student attitude and behavior, school atmosphere, academic performance,
and beyond that, personal and professional growth. (Efficacy of Class Meetings in
Elementary Schools, Ann Roeder Platt,B.A., California State University, Sacramento.
The University of San Francisco, The Effectiveness of Alderian Parent and Teacher Study
Groups in Changing Child Maladaptive Behavior in a Positive Direction.

Challenges

Methods of maintaining discipline in schools are not always successful. The misbehaviour of
children is common in all schools, although most schools manage to keep this within tolerable
limits. Occasionally, however, poor disciplinary management within school can cause a more
general breakdown in order. In modern years this has been popularly characterized by violence
against teachers and other children. This is, of course, not a new problem.

Effective discipline requires the consent, either explicit or tacit, of parents and pupils. Whilst few
children will enjoy punishment, most will submit to it providing it is perceived as being
equitable. Moreover, to be effective, punishment should never appear arbitrary. School
hierarchies award teachers great power over their students and the perceived abuse of this power
to punish children in arbitrary ways can be the source of much resentment and hostility.

Children tend to prefer teachers who:

• are slightly strict, but not over-severe or permissive

• are fair in their use of rewards and punishments
• treat them as individuals
• are interesting and provide a variety of stimulating work
• are friendly and good humoured, but not sarcastic
• explain things clearly

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STAGES OF DISCIPLINE

Stage 1: Recalcitrant Behavior

The Power Stage: Might Makes Right

Students are typically recalcitrant in their behavior. That is, they often refuse to follow
directions. They are defiant and require a tremendous amount of our attention. They have few
rules of their own, but out of fear of reprisal, may follow the rules of others. What makes it work
is the imbalance of power between the child and the person in authority.
Stage 2: Self-Serving Behavior

The Reward/Punishment Stage: "What's in It for Me?"

They can be seen as having an individualistic morality and self-centered. These students
behave either because they will receive some sort of reward such as candy, free time, etc., or
because they do not like what happens to them when they do not behave. Most children are
moving beyond this stage by the time they are eight or nine years old. Older students who still
function at this stage do best in classrooms with assertive teachers.

Stage 3: Interpersonal Discipline

The Mutual Interpersonal Stage: "How Can I Please You?"

Students make up most of the youngsters in our middle and junior high schools. These kids have
started to develop a sense of discipline. They behave because you ask them. They care what
others think about them, and they want you to like them. These children need gentle reminders.
You ask them to settle down and they do. Assertive discipline works with these students because
they understand it, but they rarely need such a heavy handed approach to classroom discipline.

Stage 4: Self-Discipline

The Social Order Stage: "I Behave Because it is the Right Thing to Do."

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Students rarely get into any trouble at all. They have a sense of right and wrong. Although many
middle school and junior high school students will occasionally function at this level, only a few
consistently do. These are the youngsters we enjoy working with so much. You can leave these
kids alone with a project and come back 20 or 30 minutes later and find them still on task. They
behave because, in their minds, it is the right thing to do. Cooperative Learning activities
encourage students to function at this level.

Working Through the Stages

When you identify the stage at which a student is functioning, you can then help that youngster
work to the next stage. It is a mistake to try and skip stages. It is important to remember that for
many reasons, any child is fully capable of regressing every now and then. It is important to look
for a reason when one of your students regresses. Problems with family members, friends,
alcohol, or drugs may be behind a shift in behavior. It simply might be tiredness or the onset of
illness. Whatever the cause, it is worth taking the time to talk with the student and see what’s
going on.

1. Focusing

Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t
attempt to teach over the chatter of students who are not paying attention. The focusing
technique means that you will demand their attention before you begin. It means that you will
wait and not start until everyone has settled down

2. Direct Instruction

Uncertainty increases the level of excitement in the classroom. The technique of direct
instruction is to begin each class by telling the students exactly what will be happening. The
teacher outlines what he and the students will be doing this period. He may set time limits for
some tasks.

3. Monitoring
The key to this principle is to circulate. Get up and get around the room. While your students are
working, make the rounds. Check on their progress. An effective teacher will make a pass
through the whole room about two minutes after the students have started a written assignment.
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She checks that each student has started, that the children are on the correct page, and that
everyone has put their names on their papers.

4. Modeling

“Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control,
patient and organized provide examples for their students through their own behavior.

5. Non-Verbal Cuing

Non-verbal cues can also be facial expressions, body posture and hand signals. Care should be
given in choosing the types of cues you use in your classroom. Take time to explain what you
want the students to do when you use your cues.

6. Environmental Control

A classroom can be a warm cheery place. Students enjoy an environment that changes
periodically. Study centers with pictures and color invite enthusiasm for your subject.
Young people like to know about you and your interests. Include personal items in your
classroom. A family picture or a few items from a hobby or collection on your desk will
trigger personal conversations with your students. As they get to know you better, you will
see fewer problems with discipline.

7. Low-Profile Intervention

Most students are sent to the principal’s office as a result of confrontational escalation. Much of
this can be avoided when the teacher’s intervention is quiet and calm. An effective teacher will
take care that the student is not rewarded for misbehavior by becoming the focus of attention.
She monitors the activity in her classroom, moving around the room. She anticipates problems
before they occur. Her approach to a misbehaving student is inconspicuous. Others in the class
are not distracted.

8. Assertive Discipline

This is traditional limit setting authoritarianism. The teacher is the boss and no child has the right
to interfere with the learning of any student. Clear rules are laid out and consistently enforced.

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9. Assertive Messages

The teacher who makes good use of this technique will focus the child’s attention first and
foremost on the behavior he wants, not on the misbehavior. “I want you to...” or “I need you
to...” or “I expect you to...”

10. Humanistic Messages

First, include a description of the child’s behavior. “When you talk while I talk...” Second, relate
the effect this behavior has on the teacher. “...I have to stop my teaching...” And third, let the
student know the feeling that it generates in the teacher.

11. Positive Discipline

Refer to your rules as expectations. Let your students know this is how you expect them to
behave in your classroom. When you see good behavior, acknowledge it. This can be done
verbally, of course, but it doesn’t have to be. A nod, a smile or a “thumbs up” will reinforce the
behavior.

How can we improve school or classroom discipline?

These guidelines can lead to successful classroom management and discipline. These can also
help you cut down on discipline problems and leave you with fewer interruptions and
disruptions.

1) It's Easier to Get Easier

Many teachers make the mistake of starting the school year with a poor discipline plan. Students
quickly assess the situation in each class and realize what they will be allowed to get away with.
Once you set a precedent of allowing a lot of disruptions, it can be very hard to start better
classroom management and discipline techniques. However, it is never tough to get easier as the
year goes on. While you don't have to follow the adage, "Never smile until Christmas," it does
have its merits.

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2) Fairness is Key
Students have a distinct sense of what is and what is not fair. You must act fairly for all students
if you expect to be respected. If you do not treat all students equitably, you will be labelled as
unfair students will not be keen to follow your rules. Make sure that if your best student does
something wrong, they too get punished for it.

3) Deal with Disruptions with as Little Interruption as Possible

When you have classroom disruptions, it is imperative that you deal with them immediately and
with as little interruption of your class momentum as possible. If students are talking amongst
themselves and you are having a classroom discussion, ask one of them a question to try to get
them back on track. If you have to stop the flow of your lesson to deal with disruptions, then you
are robbing students who want to learn of their precious in-class time.

4) Avoid Confrontations in Front of Students

Whenever there is a confrontation in class there is a winner and a loser. Obviously as the teacher,
you need to keep order and discipline in your class. However, it is much better to deal with
discipline issues privately than cause a student to 'lose face' in front of their friends. It is not a
good idea to make an example out of a disciplinary issue. Even though other students might get
the point, you might have lost any chance of actually teaching that student anything in your class.

5) Stop Disruptions with a Little Humor

Sometimes all it takes is for everyone to have a good laugh to get things back on track in a
classroom. Many times, however, teachers confuse good humor with sarcasm. While humor can
quickly diffuse a situation, sarcasm may harm your relationship with the students involved. Use
your best judgment.

6) Keep High Expectations in Your Class

Expect that your students will behave, not that they will disrupt. Reinforce this with the way you
speak to your students. When you begin the day, tell your students your expectations. For
example, you might say, "During this whole group session, I expect you to raise your hands and
be recognized before you start speaking. I also expect you to respect each other's opinions and
listen to what each person has to say."
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7) Overplan
Free time is something teachers should avoid. By allowing students time just to talk each day,
you are setting a precedent about how you view academics and your subject. To avoid this,
overplan. When you have too much to cover, you'll never run out of lessons and you will avoid
free time. You can also fill up any left over time with mini-lessons as described elsewhere on this
site.

8) Be Consistent
One of the worst things you can do as a teacher is to not enforce your rules consistently. If one
day you ignore misbehaviors and the next day you jump on someone for the smallest infraction,
your students will quickly lose respect for you. Your students have the right to expect you to
basically be the same everyday. Moodiness is not allowed. Once your lose your student's respect,
you also lose their attention and their desire to please you.

9) Make Rules Understandable

You need to be selective in your rules (no one can follow 180 rules consistently). You also need
to make them clear. Students should understand what is and what is not acceptable. Further, you
should make sure that the consequences for breaking your rules are also clear and known
beforehand.

10) Start Fresh Everyday

This tip does not mean that you discount all previous infractions. However, it does mean that you
should start teaching your class each day with the expectation that students will behave. Don't
assume that because Julie has disrupted your class everyday for a week, she will disrupt it today.
By doing this, you will not be treating Julie any differently and thereby setting her up to disrupt
again (like a self-fulfilling prophecy).

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 ACTIVITIES FOR PARTICIPANTS
Activity
1 Participants will write down on their note books about the problems related to
their school discipline individually. And then those problems will be discussed during session.
Activity
2 Participants will look at the picture on next page. It shows a class of children
entering the room in a boisterous manner. It is a picture we have used with hundreds of
trainee, expe- rienced and supply teachers. Each was asked to comment o n the situation
with the following storyline:
It is time for the second half of the morning on your first day with this class. They come
running back into the room, pushing each other, squealing and laughing. What, if anything,
do you do?

Consider and discuss the responses by the four teachers below:

Teacher A
This is only likely to happen at the beginning of the school year if I’m not present, which I
usually am. I absolutely lay down the law about coming into the changing rooms and
gyms [he was a teacher of physical education]. I make it quite clear that nobody has
ever fooled about in my classes, so I don’t propose to let it happen now. I never have
much bother after that.
Teacher B
The most important discipline is self-discipline. I always try to be present when the class
arrives, but you can’t always be there. They’ve got to learn to come in and get on with
their work even if I’m delayed, so I’d ask them a question, ‘If you rush into a classroom
like an unruly mob, what’s going to happen before long?’ They soon see for themselves
that they’ve got to take some responsibility for avoiding accidents. You just have to bung
the idea in.
Teacher C
I would send them out into the corridor and then I’d say, ‘Your behaviour was disgraceful,
dis- graceful. Never again shall you enter into my class like that – my class by the way – I
am your teacher today [she was a supply teacher]. Never again enter a class like that. Oh, and
by the way, look at my face – I’m not smiling, I’m dead serious.’

Teacher D
I’d use humour, but with an edge to it. I’d say something like, ‘I’m surprised you’re so keen
to come into my maths lesson that you’ve got to shove everybody out of the way. Are you
trying to get the best seats?’ Then I’d appeal to their reason and tell them Ilove them so
much I don’t want them to get hurt.
1 How do they differ?
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 2 What do you think might be the likely consequences of each response?
3 Which do you most agree and disagree with, and why?

Children burst into room

It is interesting to contrast the strategies chosen by the four teachers. Teacher A is prepared for
boisterous behaviour from adolescents, so his firm manner, cross voice and assertion of
principle are part of his annual armoury with a new class. The use of a louder or rougher voice
for emphasis, direction or warning is often a significant feature in class management.
By contrast Teacher B opted for an approach which involved pupils in becoming responsible
for their own behaviour. They had to learn to handle discipline themselves, not just regard it as
something imposed on them by adults. This approach seeks to involve rather than merely
alienate and is based on the view that children are capable of reasoning. If it works it can be
very effective and long lasting, but this teacher is aware of the need to persist, or ‘bung it in’.
Teacher C, like Teacher A and most of the experienced teachers we inter- viewed, opted for
making the class repeat their entry immediately. However, there is a strong assertion of
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 authority, territory and moral disdain, with phrases like, ‘disgraceful, disgraceful’, ‘never again
shall you’ and ‘my class’. She was a supply teacher, conscious of the need to make her presence
felt early, as she met several classes for short periods, hence the phrase, ‘I am your teacher
today’, though many experienced teachers who were not supply staff also used the first person
pronoun a great deal, with emphasis: ‘my lab’, ‘my class’, ‘You
go when I tell you to’.

Teacher D was a student teacher. Her approach illustrates a noticeable differ- ence between
students and experienced teachers. Students were more likely in interview to favour a ‘talk
quietly’ or ‘change lesson opening’ tactic, whereas experienced teachers usually demanded an
immediate re-entry. She seeks a solution in the use of humour, cajoling, rather than reprimanding,
a strategy which may work well for those who are confident and consistent, but less well if the
humour degenerates into lack of credibility in the eyes of the pupils.

Pupil fiddling with geometry instruments

Activity
Look at the picture above showing a pupil fiddling noisily with his geometry
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instruments. The teacher finds that he often does this at the beginning of a lesson. Make a list
below of how teachers with different beliefs, influences and practices, as might respond, and then
consider what you think would be the consequences of the action or inaction. If you are working
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with a group of teachers, compare your responses with those of other participants. Decide what
this tells you about your own preferences and your likely response to actual classroom
behaviour. A sample (but not a model!) response has been entered in the pro-forma overleaf.
It has often been found that teachers who took action to deal with misbehaviour early were less
likely to have problems than those who allowed it to escalate. If you do not normally take action
early, try nipping misbehaviour problems in the bud and then reflect on the outcome.

Teacher Response POSSIBLE OUTCOMES

The teacher decides this is ‘attention-
seeking’ and so ignores it, so as not to It might work as planned, reinforcing positive
reinforce it. However, she waits until the boy behaviour reducing the attention seeking, but
commences work and then congratulates him it might not be ‘attention seeking’ in the first
for making a positive start (behaviour place, so the teacher would need to find out
modification). why he fiddles with his pencil case (does he
not understand what he is supposed to do?)
Write more possible outcomes below.
Write more responses below.

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