Definition
Comments: Behavior management and classroom management are terms that teachers use synonymously with discipline. The Britannica World Language Dictionary (1980) defines discipline as "systematic training or subjugation to authority." In this context discipline is achieved through training, and importance is associated with the trainer or teacher (Clark, 1985). LaGrand (1969) supports the "teaching concept" by defining discipline as the habit of teaching restraint, orientation, and organization, essentials necessary if learning is to prevail. Madsen and Madsen (1974) define discipline as a process whereby certain relationships are established. It is a way of behaving conducive to productive ends (productive is in the eye of the beholder and can be seen by others as either positive or negative). They further state discipline must first be taught, then it can be learned. It is in this context, discipline is achieved; when the teacher presents and the student receives, both sharing responsibility. Using these definitions as guiding principles discipline is taught - just like other subject material!
Others inform us that discipline is a process of learning. Since learning is a student-related responsibility, Bushell (1973) defines discipline as a set of procedures designed to eliminate behaviors that compete with effective learning. If the student is responsible for learning, then he or she assumes the task of eliminating behaviors not conducive to learning. The teacher’s role is facilitation rather than arbitration (Clark, 1985).
Definitions are sometimes developed as a reaction to a specific crisis rather than as the result of a careful examination of all the factors that have an impact. The interpretation of the role of the teacher, student, and organization coupled with the emphasis placed on each will significantly affect any definition of discipline under these conditions. Those who place a high degree of importance on the role of the organization would support the notion that the needs of the group come first and interventions are best developed through external control (direct interventions developed by the classroom or school leader) (i.e. the adult(s)). Discipline policies are primarily about maintaining order.
"With the various definitions available, it is little wonder that discipline, like the weather, is a term often used but rarely understood. To the parent, it may imply corporal punishment for recalcitrant offspring, to the athlete it conjures a routine of vigorous training, and to the teacher it may evoke the image of a quiet and orderly classroom" (Clark, 1985).
In reality the classroom is often less than quiet and orderly. It is the vehicle by which two prime goals should be accomplished; first, the immediate satisfaction of the learning tasks set for society's young; and second, long term goals (which depend on self-discipline) of successful personal development. Self-disciplined students are one of the major goals of classroom discipline - Citizens educated not only to the point of graduation, but also trained for subsequent achievement.
"Effective Discipline organizes the learning environment to efficiently and effectively permit completion of learning tasks and including the learning of self-discipline"Behavior management and classroom organization concepts and practices provide the foundation for both teaching and learning discipline.
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Assumptions Regarding Students
Comments: This module has been developed based upon some key assumptions regarding students (including those "disagreeable scholars" found in juvenile justice and alternative school settings) and are as follows:
- Delinquent/disruptive students are students first.
- Teachers believe these students can rehabilitate and learn.
- Teachers "beliefs" affect student performance.
- Effective teachers learn from their students.
Teachers must view their students as learners first and not let the "baggage" they carry into the classroom negatively impact their (the teachers) ability to teach students new materials, remediate deficit skills and enrich their educational experiences. This includes academics, vocational skills, social skills, and behavioral performance. For teachers to be effective they must also possess a belief that regardless of the reason for being placed in a juvenile justice facility or alternative program, students can rehabilitate and learn. Rehabilitation and learning is a joint responsibility between the teacher and the student. The teachers must provide information, skills and opportunity and the student must receive information skills and take advantage of the opportunities provided. Perhaps the greatest impact in the teaching learning process is the belief systems held by both the teacher and the student. This will be discussed in greater detail in the module.
Finally effective teachers learn from their students. Students are the teacher's best source for obtaining the student's current level of functioning, evaluation of curricular content and delivery and coping/survival skills. Merely involving the student in the learning process especially in the aforementioned areas will go a long way in establishing a safe and orderly learning environment. Students are more willing participants when they are involved in decision-making and are provided the opportunity to give meaningful feedback. To implement such a concept requires one to accept the premise that to be an effective teacher, one must be able to direct, interact with, and facilitate students through both curricula and delivery. See topic entitled "Clarification of Teacher Beliefs Regarding Discipline" for a further discussion of this topic.
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Need for Integrating Students Academic/Behavioral Program
Comments: The old (slightly modified) adage that "a student is more than the sum of his/her parts" is never more true than with delinquent or disruptive students. Teachers view the student merely from an academic context. Equally problematic would be to view the student from an exclusively isolated social context. Education "theorists" have discussed this issue for decades, with the greatest debate surround the "chicken or the egg" premise. Which comes first? It appears that most teachers that are effective in working with delinquent and disruptive students take a more integrated approach. Social skills or affective education has equal importance to academic/vocational education. Without one the other is significantly diminished. Further addressing one educational component in isolation of the other is equally ineffective. Behavior management plans must address academic performance. Academic performance must be behaviorally rewarded. This module will provide implementation strategies to accomplish such a goal.
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Assumptions Regarding the Learning Environment
Comments: To develop and maintain a safe and orderly learning environment teachers must be able to:
- Reconcile their teaching philosophy/perception
- Ability to work within the system
- Maintain classroom integrity
- Meet the needs of their students both individually and collectively
The teacher's philosophy/perception regarding education and the role of the teacher and the student in the learning process drives the content and delivery methods used in the classroom, as well as the real and perceived ability (and at times "worthiness") of the student to receive an education.
The ability of the teacher to work within his/her environment is probably tested more within a juvenile justice setting or alternative school placement than in any other location. Many times "education" and/or "rehabilitation" is not the primary mission of the facility be it overtly or covertly stated or evidenced through practice. Punishment, security and alternative forms of treatment frequently drive the facility's comprehensive program. Teachers must be willing and able to develop an education program and service delivery system, which addresses these issues.
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[ Appendix 2 ] [ Table of Contents ]
Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
Not for dissemination without permission of Project Director.
Last modified 2001-03-21.