Abstract

The concern of incidents happening in schools and pupils' misbehaviour in the classroom are growing rapidly. It is in the teacher's interest to establish classroom discipline which will assure implementation of the prescribed curriculum. Discipline contains two very important results: it helps to develop pupils' self-discipline and it corrects their misbehaviour (Bear, 2005). Some authors think that a teacher needs to develop clear expectations of how the pupils should behave and to reward them for good behaviour (Canter & Canter, 1992; Swinson & Melling, 1995; McCasline & Good, 1992). While some authors think that the discipline models of the "old days" are unhealthy and less effective for the pupil, likewise not all teachers think that there is a need to apply discipline in the classroom. In general, daily life requires a specific amount of discipline, whether it is to be implemented in the family, in the classroom or in society. Social and educational chaos can easily be the results if we do not dare to discipline (Dobson, 1989).

Key Words: misbehaviour . discipline . self-discipline . classroom discipline . models and aspects of discipline

In our society for the past few years there is concern in the community for discipline because of the enormous growth of incidents in public schools and pupils' misbehaviour. Teachers are more and more in stressful situations while the parents themselves stay rather aloof and do not take charge of their children, not disciplining as their part of duty and obligations as parents.

According to Webster's New World College Dictionary, discipline is a learning process which develops self-control and personality, and is a method which corrects pupils' behaviour. This definition is based upon two very important issues. One is that imposed discipline develops self-discipline and the other that discipline corrects misbehaviour [1].

According to research carried out in the last ten years in the USA, discipline became a pedagogic phenomenon in the 21^st century. The results of research in American public schools system show a lack of discipline as the most serious problem they are facing today [11].

Thus, Gordon with reason asks: "Are today's students in fact less disciplined than earlier generations?" [9]. Further on, Gordon comes to the conclusion that some teachers think that discipline is important and according to their point of view it needs to be improved [9]. On contrary, some authors like Dreikurs, Glasser, Canter and others are of the point of view that the ways of providing discipline as in the "old times" are not proper nowadays since they are harmful to the health of pupils and since they are not effective. However, any kind of teaching style for which a teacher decides, democratic¹ or autocratic², the need for discipline remains.

Classroom discipline

The biggest problem for school teachers during the first year of teaching is how to obtain discipline and control in the classroom [5].

Gordon in his article refers to the survey conducted by Recruiting New Teachers non-profit organization based in Belmont, MA, found that the biggest barriers to new teachers' success are poor classroom-management skills (82%) and disruptive students (57%). It means that nearly 10% of public school teachers quit during first year and 20% within three years [10].

Pupils in their school years are very active and it is hard for them to remain quiet. Therefore, it is good to bear in mind that to obtain good classroom discipline is possible with good organization of their work, a proper time table of duties and responsibilities for pupils. The desired classroom discipline happens if the pupils respect the teacher's authority which is based on integrity, knowledge, justice, respect and love.

Makarenko said that discipline is the result of the way a class is living, since discipline develops as a part of pupils' character. For Makarenko, conscious discipline or self-discipline is a method and a goal in the educational process.

It is interesting to point out as well that according to the Standard College Dictionary [7] discipline is: "systematic training in obedience to rules and authority, as in the armed forces". This type of discipline is not adequate for working in the classroom, because it does not develop the pupil's personality or sense of maturity. A more adequate definition of discipline is: "training of the mental, moral, and physical powers by instruction, control, and exercise" [7]. 

These definitions specify that teachers are ready to replace external control with internal control. In this case teachers have more possibilities to practice self-discipline with pupils.

Nowadays, discipline as a term evokes negative reactions. Therefore it is important to point out that discipline and punishment are not synonymous, nor is it correct it equate those two terms. Chelsom [4] points out the differences between discipline and punishment. The author considers that with discipline there is a possibility to teach pupils better behaviour and behaviour which could be avoided in the future or not repeated constantly. To discipline pupils it is important for them to behave according to the classroom rules which would be used in every case. If the rules are not used in every case or situation, discipline in the classroom may not be functional. With punishment we point to the problem and not to the solution of the problem. If we only see the problem, chances are greater that the pupil will withdraw or not be able to fix the problem. In this way the pupil would feel fear and become more introverted and would hide the truth about the problem. Chelsom considers too that corporal punishment is something that is obvious (from striking the pupil), although punishment is also manageable: by maintaining silence, isolating the pupil, and restraining emotional violence and humiliation. If discipline with physical punishment is not giving successful results, in the long run the pupil will stand up against authority. Pupils are able with time to adjust their way of behaviour if teachers confront them with the unpleasant consequences of breaking the classroom rules.

Self-discipline

One purpose of education is to prepare pupils to become responsible citizens.  Therefore, it is important to give attention to self-discipline which is very important to teachers as well to pupils. The need for self-discipline is obvious: it is a strategy to decrease the problem of lack of discipline in the classroom, which influences the process of teaching and requires more effort and time from teacher.

Self-discipline influences:

1)      Positive relationships toward others and a positive school climate

The results of surveys show that a pupil favours those pupils who are responsible for their behaviour; is less aggressive and behaves more friendly. On the contrary pupils who curse, who are aggressive, who like to fight or steal are less accepted by peers [1, referring to 12].

2)      Better school success

Pupils who care about other pupils or their classroom and school environment are pupils who achieve better results in school. There is a good correlation between good classroom success and self-discipline. In both cases cognitive, social and emotional process are improved.

3)      Emotional satisfaction and feelings of self-respect

Results of a survey conducted in the USA shows that it is important for pupils to feel good. Pupils also think that their moral behaviour is important and that their behaviour is a reflection of their life choices and values. In this way pupils generate feelings which will motivate them to proper behaviour as well in the other areas of their work [1, referring to 8].

According to Bear, components of self-discipline are:

1)      Developing self-discipline

School is an institution which is supposed to develop self-discipline: by curriculum, school rules, constant interaction of teachers and pupils, and by teaching and practicing it all the way until external control is redrawn. This creates a possibility for teachers to pay more attention to their lectures, and for pupils to take the responsibility for their own behaviour.

2)      Preventing misbehaviour and creating effective classroom management

Prevention of misbehaviour happens under effective classroom management. Survey results show that the differences between an effective and an ineffective teacher, regarding the classroom discipline, lies not in the strategies and techniques of misbehaviour correction, but in the strategies and techniques they use to prevent it [1, referring to 3].

3)      Correcting misbehaviour

This component is important in the development of self-discipline and positive climate in the classroom. Unfortunately, teachers not only do not correct minor misbehaviour, but after a couple of years, are facing forms of violence, threats, bullying among eers as well as toward their teachers.

 

Figure 1.
Components of Comprehensive
Classroom Discipline, (Bear 2005, pp. 15)

The most effective way of dealing with discipline problems, which may appear in the classroom, is developing a self-discipline which helps each individual and the classroom to demonstrate a certain reflection of society in general.

Models of classroom discipline

During the 60's and the 70's of the 20^th century, alternative models of classroom discipline and moral education were developed and called classical models, even today. They are considered classical models because of their wide influence on classroom discipline and because those models clearly point out how self-discipline and methods to attain it, shape pupil's behaviour.

The cognitive-developmental approach to moral education which was developed at the end of 70's and 80's of the last century is an approach which was popular and used prior to alternative models of classroom discipline. The first task of teachers was to educate pupils by moral reasoning, by discussing moral dilemmas in the classroom. In this process pupils had a great impact on and an active role in the process of discipline and classroom management. The aim was to develop individuals who are socially responsible and self- disciplined.

The most popular models of a classroom discipline process are those of Dreikurs, Glasser, Canter and Canter.

Canter's model of classroom discipline is a model of assertive discipline. This model became popular because of its authoritarian technique which was focused on management and control of pupils' behaviour.

Dreikurs supports the model of Discipline without tears, while Glasser supports the model of Reality therapy. Both models give clear instruction on how to develop self-discipline and how to manage and correct pupils' misbehaviour.

According to Glasser's approach, which is without control, Dobson [6] admits that discipline is a topic which caused and still causes misunderstanding and arguments between authors.

Discipline itself is like a scale which stands between strict discipline and non-structural permissive models in the 50's of the 20^th century. Those extremes of the scale leave scars on a pupil's heart. Dobson states that our youth live in a period when they are suspicious of all kinds of authority. Therefore, for the benefit of school teachers it is very necessary that discipline be practiced in the pupils' families first. In consequence the pupil may have difficulties in following classroom activities and the planned curriculum which can then negatively reflect on the whole classroom. Life requires a certain amount of discipline, no matter if it is provided in the family, classroom or society in general.

If the "brakes" are released on the pupils' character, in the sense of criteria and measures, we will easily face social chaos, evident with a higher percentage of divorces, neglect of parental authority, glorifying of materialism and relativism as a dominant ideology, all the way to deep moral crises.

"At the end of your life you will groan, when your flesh and body are spent. You will say, 'How I hated discipline! How my heart spurned correction! I would not obey my teachers or listen to my instructors.'" [2] 

Bibliography

1.      Bear, G. G. with Cavalier, A. R. and Manning, M. A. (2005), Developing Self-Discipline and Preventing and Correcting Misbehaviour, Pearson Alyn and Bacon, USA

2.      Bible, The Book of Proverbs, ch. 5, v. 11-13, The New International Version

3.      Brophy, J. E. (1996), Teaching Problem Students, New York: Guilford Press

4.      Chelsom, G. D. (1994), Restitucija, preobrazba školske discipline, Alinea, Zagreb

5.      Desforges, C. (2001), Uspješno učenje i poučavanje, Educa, Zagreb

6.      Dobson, J. (1989), Dare to Discipline, Living Books, Tyndale House Publishers, Inc.

7.      Eric W. Johnson,  Teaching School Points Picked Up, Walker and Company New York, New York 1979, (pp. 23), Wheaton, Illinois

8.      Harter, S. (1999), The Construction of the Self: A Developmental Perspective, New York: Guilford

9.      Gordon, D. T., Rising To The Discipline Challange (pp. 5), The Spectrum, Winter 2000-2001, Southeastern Ohio Special Education Regional Resource Center

10.  Gordon, D. T., Turning Frustration to Fulfillment: New Teachers Need More Help with Discipline (pp. 7), The Spectrum, Winter 2000-2001, Southeastern Ohio Special Education Regional Resource Center

11.  Regional Educatonal Laboratory, School Improvemental Reserch Series (SIRS), Schoolwide and Classroom Discipline by Kathleen Cotton

12.  Rubin, K.H., Bukowski, W., and Parker, J. G. (1998), Peer Interactions, Relationships, and Groups, in W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of Child Pshyhology: Vol.3. Social, Emotional, and Personality Development (5th ed., pp. 619-700), New York: Wiley

Back  

Back

Back to TOC