Discipline+Sec+2

Discipline in Today's Schools
Discipline in public schools has been a [|topic of contention for years], from corporal punishment to in school suspension educators, parents, and students clash over appropriate modes of discipline. There are different types of classroom disciplinarians from authoritarian to indifferent. Each school system sets up its own guidelines for dealing with disciplinary infractions on a higher level, however teachers have their own choice in how they handle the infraction in class, before it is sent to a higher power. Historically, teachers were thought of as substitute parents and were allowed to punish the students as they deemed fit, often using a [|rod or switch] to inflict pain in order to correct the disagreeable behavior. This form of punishment was often abused and as the push to move away from physical punishment took hold in the late 18th century hitting students was outlawed in most districts. However, today there are a few districts, mostly in the south that still use the paddle. In our philosophy beating or hurting a student is never the way to discipline. It does not show the student what they have done wrong but instead teaches them that physical violence is a good means of behavioral correction. As a teacher, we both agree we will not be using physical force while disciplining our students. There are many different forms of discipline available to the classroom teacher, and the use of the [|different techniques] is dependent upon the teacher’s own philosophical school of thought and discipline style. Some teachers are stern, tough, and unbending believing that if students misbehave the students need to have their behavior corrected. Others believe in a quiet reprimand and moving on, while others ignore the behavior all together and keep teaching. The [|authoritarian] teacher often places firm limits on the students in his/her classroom. There are solid rules, often a class-seating chart to minimize distraction. The classroom is based upon the optimal environment for the teacher to teach the students. Students are expected to be quiet until called on. If the student strays from the established and unbending set of rules, a quick punishment is doled out, often resulting in punishment or a trip to administration. Unerringly strict teachers often have little ability to connect with their students, preferring to keep a well-behaved class to a content class. As discipline goes this is the most reactionary of the discipline styles. The authoritarian teacher takes little time to mull over the infraction, instead favoring an instant and uniform punishment and/or removal of the behavior problem. The //Survival Kit for Teachers// by Myrtle T. Collins and DWane R. Collins does not support the authoritarian approach to discipline in education instead it states “No one technique works for all students; a given technique may indeed be ineffective with the same student the second time around” (7). The book goes on the stress the need for non-confrontational and no reactionary punishments, instead pushing teachers to consider a punishment that will best reflect the infraction as well as explaining to the student //why// the punishment is necessary. The[| authoritative] method of discipline stresses the need for the teacher to establish clear expectations and the reasons behind the rules and subsequent ramifications for failure to comply. The authoritative approach stresses the need for students to garner their own independence by regulation their own behavior and understanding that certain behavior leads to discipline. When a student does misbehave the authoritative teacher takes time to consider the situation and the best course of action, often the teacher finds it is best to offer a firm yet polite reprimand and move on with the class. This classroom is a more relaxed place than the authoritarian class; it is a place where students are encouraged to have open communication with the teacher. Students also recognize the expectations that follow them through their classroom time. The[| laissez-fair] approach to discipline shows more concern for the student’s emotional development and well being than punitive correction for incorrect behavior. The laissez-fair teacher accepts that students have impulses and rarely scolds or acknowledges poor behavior. This form of discipline can to a distracting classroom where behavior detracts from the learning environment. This can be seen as the anti-thesis of discipline, and while some students may truly enjoy having no limits and guidelines, others will feel that the classroom lacks control and is not as safe a learning environment as a classroom should be. As teachers, we both believe that the authoritative approach is best. We want our students to have a clear understanding of classroom expectations and ramifications for misbehavior, however we do not want to alienate our students or impose a too stringent and reactionary punitive consequence on them. We believe in balance fairness, we want to make sure students are not feeling singled out or unfairly disciplined. Strategies for a good classroom discipline policy can include democratically decided list of classroom rules established during the first class meeting, a standard list of classroom expectations, and a personal policy to never dole our a punishment before reflection and discussion of the incident with the student. One extremely popular force in educational discipline is the idea of “[|Positive Behavior Support].” PBS is a form of behavioral management that implements such strategies as: identifying specific behavioral problem areas and establishing goals to modify them, positive reinforcement, distraction, and modification of demands placed on the student. This form of discipline or management of behavior has proved effective according to Sherrod, Getch, and Ziomek-Daigle’s study entitled [|“The Impact of Positive Behavior Support to Decrease Discipline to Decrease Referrals with Elementary Students.”] This form of modifications encourages the use of positive re-enforcers. Clare Cherry’s book //Please Don’t Sit on the Kids// looks at students’ attitude and the use of positive re-enforcers to garner desired behavioral results, “[positive re-enforcers] present a system of non-punitive attitude adjustments…[it] offers alternative methods of intervention based on humane action” (i). The book goes on to present ways of dealing with different attitudes in younger students. Through out our research we have found much of the positive behavior support is target towards elementary students. In his book //These Kids are Driving me Crazy// Ron Carter focuses on the[| effectiveness] of behavior modification in elementary aged children stating: “immediate reinforcement of desired behavior is key to strengthening or increasing behavior. The behavior will recur because it was somehow ‘nice’ for the learner” (26). This is aimed at younger students, how are we supposed to do this with high school students who have been getting away with behavioral infractions throughout their schooling? Some school districts use resource officers and[| law enforcement]to maintain peace in upper levels, but many times this not necessary nor plausible due to funding or lack of dangerous behavior (my school got rid of the resource officer because we weren’t overly extreme or dangerous with our behavior, skipping lunch to read in the library does not need discipline by a cop). However, some schools do need to have law enforcement and their presence sees a decrease in [|violent infractions and increase in positive learning environment and behavior.] It is difficult to find reading on positive discipline in high schools, a quote on the front of “The Educator’s Discipline Handbook” by Robert D. Ramseu states: “From the runaway problems of teenage pregnancy, venereal disease, and drug abuse to the disruptive violence of vandalism, robbery, and assault, this authoritative volume reveals more than 150 strong discipline tactics you can use to control your students and make them behave properly.” When I first read the cover, I was quite disturbed. I wondered how venereal disease could be dealt with in the classroom and how it was a distracting/discipline problem. I did not like the phrasing of “discipline to control your students and make them behave properly” I realize we want control in our classrooms, but we cannot control someone and make him or her behave properly, students are not robots to be reprogrammed. I decided to venture past the rather vile cover and read more and I was surprised to see helpful suggestions and a list of strategies for dealing with different issues regarding high school students. While at times his language made it seem like his goal is to train puppies, many of his suggestions are along the same lines as positive behavior support. In high schools, many administrators and teachers utilize detention, in school suspensions, and out of school suspensions. These methods of discipline are not necessarily the best of most effectual. Some students do not want to go home after school so detention is a refuge for them. [|In-school suspension] is a problem when the student is already disengaged, disruptive, or truant because the punishment is allowing them to remain disconnected from the classroom and their education. [|Out- of- school-suspension] just feeds a student’s desire to avoid school and responsibility. While these statements are not always true an overwhelming amount of students experiencing suspensions and detentions are repeat offenders. Administrators and educators need to devise more effective means of discipline in schools. We both feel an in school labor program could prove effectual when disciplining students. Students can work before or after school as well as during free time during the school day, to improve their campus. Students can work in the kitchen, with the custodial staff, or work on a school improvement project. This form of “punishment” teaches students how to care for their surroundings as well as keeps them involved with their learning environment. We both feel that keeping students engaged and involved in their schooling are principle goals for teachers. Discipline should be administered only after thought and consideration because a reactionary punishment could do more harm than good. Verbal and physical abuse should never be part of discipline, and form of discipline should be delivered respectfully and rationally. We believe it is important to maintain clear behavior expectations as well as clear ramifications for the breech of the behavior code. As educators, we hope to maintain a balance and respect in our classrooms.

Annotated Bibliography Bowen, Sherry H. __Discipline in School: What Works and What Doesn’t Work.__ 2010. Accessed October 19, 2010. http://www.eduguide.org/library/viewarticle/553/ //This website looks at what forms of discipline works and does not work in schools. The website presents reasons why discipline is hard to achieve in school, and the website also offers some innovative ways that different school districts are doing about discipline.// Carter, Ron. __Help! These Kids Are Driving Me Crazy.__ Illinois: Research Press, 1976. //In this book, Ron Carter offers some techniques for effective classroom behavior. Carter takes a closer look at strengthening good behaviors and weakening undesirable behaviors.// Cherry, Clare. __Please Don’t Sit on the Kids.__ California: Fearon Pitman, 1983.

//In this book, Clare Cherry takes closer look at the traditional idea that “discipline equals punishment.” In place of the ancient techniques, she offers her own approach called “non- discipline discipline” which is based on friendly, caring attitudes towards the development and needs of students.// Collins, Dwayne R and Myrtle T. Collins. __Survival Kit For Teachers (And Parents)__. California: Goodyear, 1975. //Collins and Collins present 324 types of student behavior and specific ways of dealing with these behaviors. They believe that innovative techniques will help the child learn new and more effective self – fulfilling behaviors.//

Crouse, Erin. __Out of School Suspension: Are There Better Ways to Discipline Students__? 2007. Accessed October 18, 2010. http://www.associatedcontent.com/article/226033/outofschool_suspension_are_th ere_better.html?cat=7 //Crouse looks at different ways to discipline student rather than suspending them. She believes that the out – of – school suspension is not productive and the student views it as simply a vacation. She calls on the parents to help enforce disciplinary measures.// Dunn, Carol. __Classroom Management Plan__. (No Date) Accessed October 18, 2010. http://www.calstatela.edu/faculty/jshindl/cm/caroldunnCMP.htm //This website provides a look at a classroom management plan. Dunn provides an overview of her classroom management plan, which is based on her philosophy of education. The classroom management plan includes such things as expectations, instructional and assessment strategies and motivations.// Farrell, C. __Corporal Punishment in US Schools.__ 2010. Accessed October 17, 2010. http://www.corpun.com/counuss.htm //This website discusses the uses of corporal punishment in schools and how much it is used in schools today. The website includes a graphic of the United States and gives a percentage of incidences of corporal punishment as a form of discipline in school state by state.//

K12 Academics. __Historical Attitudes to School Discipline__. 2010. Accessed October 10, 2010. http://www.k12academics.com/education-environment/school- discipline/historical-attitudes-school-discipline //This website traces some of the history surrounding school discipline. It starts from the days of where corporal punishment was the only way to discipline students to present day, where most states have abolished corporal punishment and adopted positive reinforcement as way to deter behavioral problems.//

Ramsey, Robert D. __Educator’s Discipline Handbook__. New York: Parker, 1981. //Ramsey offers some discipline techniques for a variety of behaviors. It has an “authoritarian” tone and offers some strong discipline tactics. The book is aimed at making students behave properly.// Sherrod, Maria Dunn et al., “The Impact of Positive Behavior Support to Decrease Discipline Referrals with Elementary Students.” __Professional__ __School__ __Counseling__ 12 (2009) : 421 – 427. //__Academic Search Complete.__// Accessed October 12, 2010. http://web.ebscohost.com.prxy8.ursus.maine.edu/ehost/detail?vid=5&hid=7&sid=f60d65e6-ad93-4d84-be71-1ea55de719dc%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=43892934

//This article discusses a study done aimed at seeing the outcomes of the positive behavior support approach at a Southeastern suburban elementary school. The study was comprised of school wide initiatives that were implemented, as well as support groups for targeted students. The data concludes that behavior referrals decreased across the schools.// Schchter, Ron. “Discipline Gets the Boot.” __District Administration__. 46 (2010) : 26 – 32. //Academic Search Complete.// Accessed October 12, 2010. http://web.ebscohost.com.prxy8.ursus.maine.edu/ehost/pdfviewer/pdfviewer?vid=8&hid=7&sid=f60d65e6-ad93-4d84-be71-1ea55de719dc%40sessionmgr11 //This article discusses the change in discipline policies regarding the “zero – tolerance” policies for violence in schools. The Positive Behavior Support system, Restorative Justice training, and alternative to suspensions are also discussed.// Streich, Michael. __High School Disciplinary Methods__ __The "Breakfast Club" Approach to Discipline May be Inappropriate.__ 2009. Accessed October 15, 2010. http://www.suite101.com/content/high-school-disciplinary-methods-a101007 //Streich examines some current discipline measures that most schools adopt. These measures include in school and out-of-school suspensions, detentions, a demerit system, a system of “disciplinary referral” to the school’s disciplinarian, expulsion. Streich concludes that these methods do not usually work and it is up to the teacher to remain consistent in their disciplinary tactics.

// Thurau, Lisa H. and Johanna Wald. “Controlling Partners: When Law Enforcement Meets Discipline in Public Schools.” __New York__ __Law School__ __Law Review__. 54 (2010) : 977 – 1020. //Academic Search Complete//. Accessed October 12, 2010. http://web.ebscohost.com.prxy8.ursus.maine.edu/ehost/pdfviewer/pdfviewer?vid= 10&hid=7&sid=f60d65e6-ad93-4d84-be71-1ea55de719dc%40sessionmgr11 //This article discusses the role law enforcement has within the discipline policies of school. Presented in the article is an overview of the past practices of law enforcement in school. Also discussed are school Resource Officers, federal funding for police in schools, and the implementation of zero – tolerance policies.//