School discipline
School discipline relates to actions taken by teachers or school organizations toward students when their behavior disrupts the ongoing educational activity or breaks a rule created by the school. Discipline can guide the children's behavior or set limits to help them learn to take better care of themselves, other people and the world around them.
School systems set rules, and if students break these rules they are subject to discipline. These rules may, for example, define the expected standards of school uniforms, punctuality, social conduct, and work ethic. The term "discipline" is applied to the action that is the consequence of breaking the rules. The aim of discipline is to set limits restricting certain behaviors or attitudes that are seen as harmful or against school policies, educational norms, school traditions, etc. The focus of discipline is shifting, and alternative approaches are emerging due to notably high dropout rates, disproportionate punishment upon minority students, and other educational inequalities.
The purpose of discipline
Discipline is a set of consequences determined by the school district to remedy actions taken by a student that are deemed inappropriate. It is sometimes confused with classroom management, but while discipline is one dimension of classroom management, classroom management is a more general term.Discipline is typically thought to have a positive influence on both the individual as well as the classroom environment. Utilizing disciplinary actions can be an opportunity for the class to reflect and learn about consequences, instill collective values, and encourage behavior that is acceptable for the classroom. Recognition of the diversity of values within communities can increase understanding and tolerance of different disciplinary techniques. In particular, moderate interventions such as encouraging positive corrections of questionable behavior inside the classroom by clearly showing the boundaries and making it clear that the behavior is unacceptable, as opposed to more severe punishments outside the classroom such as detention, suspension, or expulsion, can promote learning and deter future misbehavior. Learning to "own" one's bad behavior is also thought to contribute to positive growth in social emotional learning.
Theory
School discipline 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.- Positive approach is grounded in teachers' respect for students. This approach 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 is generally supportive of the PAD program.
- 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 find that teachers like the programme and that their behaviour is influenced by it, but effects on student behaviour remain unclear.
- Adlerian approaches is an umbrella term for a variety of methods which emphasize understanding the individual's reasons for maladaptive behavior and helping misbehaving students to alter their behavior, whilst at the same time finding ways to get their needs met. Named after psychiatrist Alfred Adler, these approaches have shown some positive effects on self-concept, attitudes, and locus of control, but effects on behavior are inconclusive. Not only were the statistics on suspensions and vandalism significant, but also the recorded interview of teachers demonstrates the improvement in student attitude and behaviour, school atmosphere, academic performance, and beyond that, personal and professional growth.
- Appropriate school learning theory and educational philosophy is a strategy for preventing violence and promoting order and discipline in schools, put forward by educational philosopher Daniel Greenberg and practiced by the Sudbury Valley School.
- Lack of engagement and stimulation – students are curious and constantly searching for meaning and stimulation in the school environment. Classes that are too one-dimensional, that fail to involve students sufficiently, are too challenging or are content intensive, will not satisfy students' curiosities or needs for authentic intellectual stimulation.
- A rigid definition of acceptable behavior – Most students, particularly older ones, are asked to sit at their desks for too long and listen, read, and take notes. Teachers who fail to offer opportunities for movement and interpersonal engagement are likelier to have to use strictness and rules to maintain law and order.
- Lack of attention and love – When students fail to receive the attention that they crave, they are likelier to find other ways to get it, even if it means drawing negative attention to themselves and even negative consequences. The more teachers let their students know how much they care about them and value their work, the likelier they are to respect a teacher's request and conform to their expectation.
Obedience
Discipline rooted in obedience centers on valuing hard work, diligence, adherence to authority, and self-discipline. An obedience-based model uses consequences and punishments as deterrents, whereas the responsibility-based model shifts away from using rules, limits, and consequences, as well as punitive measures like detention, suspension, expulsion, and counseling. Students have demonstrated improved academic success and better behavior management in schools with responsibility-centered discipline.Responsibility
Responsibility-centered discipline, also known as responsibility-based discipline, is a classroom-oriented technique that empowers students to find solutions to organizational issues. This approach involves fostering appreciation and warmth among students, embracing their interests, recognizing their efforts, encouraging feedback, achieving consensus on ground rules, and engaging them in rule-making and problem-solving, all while maintaining dignity and well-defined boundaries. Concepts like remorse and empathy are taught through actions like apologies, restitution, or creating action plans. Limits express a teacher's beliefs, demands, and expectations within clear values and goals that help create a learning environment. The essence of responsibility-centered discipline is making choices that embody core values such as integrity, perseverance, respect, and responsibility rather than simply enforcing rules.Assertive
Lee and Marlene Canter developed the assertive discipline model. It blends obedience-based principles with responsibility. In this approach, teachers require all students to consent to a set of rules establishing appropriate and inappropriate behaviors, clarifying the necessary corrections if a student exceeds these limits. Teachers acknowledge repetitive behaviors, maintaining an appreciation of good conduct. Disciplinary action must be applied throughout the classroom so all students believe that the rules matter. Simply offering rewards and consequences is not always sufficient; teachers must earn students' respect and trust.Assertive discipline attempts to model appropriate behavior for students. Teachers guide students in adhering to behavioral expectations. The Canters emphasize building trust by greeting students, using their names, having one-on-one conversations, acknowledging birthdays and special events, and maintaining communication with parents. The model does not concentrate on individual students. It does not address the root causes of misbehavior, nor is it based on the needs of the students.
Non-corporal forms of disciplinary action
Detention
Detention, sometimes referred to as DT, is one of the most common punishments in schools in the United States, the Commonwealth of Nations, and some other countries. It requires the student to report to a designated room to complete extra work. Detention can be supervised by the teacher setting the detention or through a centralised detention system. Detention may require a student to report at a certain time on a non-school day, e.g. "Saturday detention" at some US, UK, and Irish schools.In UK schools, after-school detention can be held the same day as it is issued without parental consent, and some schools make a detention room available daily, but many will require a student to return to school 1–2 hours after school ends on a specific day, e.g. "Friday Night Detention". Failure to attend detention without a valid excuse can sometimes result in another being added, or a more severe punishment being administered, such as an in school or out of school suspension.
In Germany, detention is less common. In some states like Baden-Württemberg there is detention to rework missed school hours, but in others like Rheinland-Pfalz it is prohibited by law. In schools where some classes are held on Saturdays, pupils may get detention on a Saturday even if it is a non-school day for them.
In China, long-time detention is perhaps less common than in the US, the UK, Ireland, Singapore, Canada, Australia, New Zealand, South Africa, and some other countries. However, short-time detention by the teachers is still common. Teachers may ask the students to do some missed work after school.
In Australia, the school should consider circumstances when giving detentions. For example, in Victoria, it is recommended that no more than half the time for recess is used for detention, that detentions be held at a reasonable time and place, and when students are kept after school, parents should be informed at least the day before detention, and detention should not exceed 45 minutes.