Discipline: Effective School Practices

1 Discipline: Effective SchoolPracticesBY GEORGE BEAR, PHD, NCSP,University of Delaware, NewarkTraditionally, with respect to School discipline, American educators have had two distinct aims: (a) to helpcreate and maintain a safe, orderly, and positive learning environment, which often requires the use ofdiscipline to correct misbehavior; and (b) to teach or develop self-discipline. Both aims are equallyimportant and should always be included in the development and evaluationof School discipline the first is generally viewed as an immediate aim (to stop misbehavior and bring aboutcompliance), the second is viewed as long term (to develop autonomy and responsible citizenship). Bothaims are reciprocally related in that each promotes the other. Both also serve a preventive function. That is,by correcting misbehavior and developing self-discipline, schools helpprevent the future occurrence ofbehavior TO Effective School DISCIPLINEToo often, schools fail to understand that maintaining safety, includingthe correction of misbehavior, is aprerequisite for developing self-discipline, but it is not sufficient.

2 Schools and other institutions that areeffective in establishing and maintaining order and safety are not necessarily Effective in developing self-discipline or in preventing future behavior problems. This is most evident when adult supervision,systematic rewards, clear rules and expectations, and consequences for misbehavior are the primarytechniques used to manage behavior. When those external techniques are later removed, individuals areexpected to function independently after having learned little other than don t get caught. Prisonsprovide an excellent example of reliance on external control, as do many schools that adopt a similar zero-tolerance Tolerance: Punishment FocusThe zero-tolerance approach to noncompliance and misbehavior exclusively focuses School discipline onpunishment suspension, expulsion, alternative education, sentencing manuals ( , extensive codes ofconduct for minor to major behavioral infractions), and the constant policing of student behavior.

3 Althoughcertainly more positive, programs that simply replace such punitive techniques with the systematic School -wide use of tangible rewards for good behavior, regardless of grade level or individual needs and withoutemphasizing other strategies that promote self-discipline, fail to teach students the skills that will promoteappropriate and independently guided School -Wide PlanCertainly, fair and reasonable policies governing serious and chronic behavior problems, as well as thestrategic use of rewards, should be part of a School -wide discipline program. However, Effective schoolsmake this only one part of a much more comprehensive plan. A comprehensive School -wide plan consistsof a full range of evidence-based strategies and techniques to achieve four important goals: (a) developingself-discipline, (b) preventing misbehavior, (c) correcting misbehavior, and (d) remediating andresponding to serious and chronic behavior problems.

4 Strategies for eachof these components ofcomprehensive School -wide discipline SELF-DISCIPLINESelf-discipline is seen in socially and morally responsible behavior that is motivated primarily by intrinsicfactors, not solely by the anticipation of external rewards or fear of punishment. Research shows that self-discipline promotes positive relations with others and a positive schoolclimate, fosters academicachievement, and promotes self-worth and emotional well-being. Strategies for developing self-disciplineHelping Children at Home and School III|S4H18 1are commonly part of evidence-based programs forcharacter education and for social and emotionallearning. Such programs include the following strategies:NImplement curriculum activities that teach social, emo-tional, and behavioral competencies. Multiple evidence-based packaged programs exist for teaching social,emotional, and behavioral competencies (seeRecommended Resources below for a list of websitesthat review such programs).

5 In addition to or as analternative to adopting a packaged program, schoolsshould consider infusing lessons and activities fordeveloping self-discipline throughout the existingcurriculum, such as in social studies, literacy, andhealth multiple models of social and moral problem-solving and responsible behavior. Multiple models oftargeted behaviors, social cognitions, and emotionsshould be included in the School s curriculum ( ,literature, videos) and, more important, in the real lifeof the classroom and multiple opportunities for students to apply skillsof social and moral problem-solving and responsiblebehavior. Such opportunities would include classmeetings in which classroom and School -wide pro-blems are addressed; meaningful student governmentactivities ( , helping others in the community);programs and activities for conflict resolution, peermediation, service learning, and cooperative learning;and sports and extracurricular self-centered thinking.

6 This recommenda-tion applies to each of the learning contexts abovebut especially to the context of disciplinary encoun-ters. Nearly all children tend to excuse or justifymoral transgressions with various rationalizations( , He started it, I didn t mean to hurt him, Others did it, too ). Such excuses and self-centeredthinking should be tactfully confronted, and modelsof desired thinking, feeling, and acting should DISCIPLINE PROBLEMSIn general, research supports the effectiveness of anauthoritative approach to discipline (as opposed to anauthoritarian or permissive approach) in the preventionof behavior problems. Authoritative teachers set highstandards and hold high expectations; enforce rules andstandards in a firm, fair, and consistent manner; andpromote autonomy by encouraging students activeparticipation in decisions regarding their authoritative teachers use punitive and reactivestrategies when needed, they focus more on the useof positive, proactive techniques for increasing thelikelihood that students will exhibit appropriate behaviorwillingly rather than quality of the teacher student relationship is ofprimary concern.

7 Warmth, acceptance, and support aredelivered noncontingently and thus are not conditionalupon a student s behavior. Effective teachers strive todevelop a positive relationship with every student in theirclassrooms, and seek to promote positive relationshipsand a sense of community among the studentsthemselves. In sum, authoritative teachers create aclassroom climate, and School -wide climate, in whichstudents follow norms for appropriate behavior out ofrespect for the teacher and one prevention strategies commonly used byauthoritative teachers include the following:NDevelop social problem-solving and decision-makingskills among and maintain close communication witheach student s parents or caregivers, and work hard togarner the parent s academic instruction and activities thatmotivate a physical environment that is conducive toteaching and predictable procedures and monitor student behavior and respondimmediately to signs of praise and rewards strategically to maximizeeffectiveness in improving behavior while minimizingthe risk of diminishing intrinsic motivation.

8 One key todoing this is by using praise and rewards in aninformational rather than controlling manner (seeBear, 2005 for specific techniques).CORRECTING MISBEHAVIORR esearch supports an authoritative style of discipline notonly in the prevention of behavior problems but also intheir Approaches to Correcting MisbehaviorAuthoritative educators guide rather than controlstudents. They view disciplinary encounters not merelyas situations that may require punishment as a meansof correction, but as opportunities to teach appropriatebehavior and help develop self-discipline and preventfuture behavior problems. Similar to their approach toprevention, authoritative educators combine respon-siveness ( , demonstrating support and caring;striving to prevent lasting harm to the teacher studentrelationship) with demandingness ( , remaining firm,communicating clear expectations of appropriativebehavior, imposing fair consequences).

9 When correct-S4H18 2|Disciplineing misbehavior, Effective educators tend to use one oftwo general types of behavioral techniques: punitiveand various forms of punish-ment range from unpleasant verbal reprimands, the evileye, proximity control ( , standing near the student),and taking away privileges ( , recess) to much harsherforms such as suspension, expulsion, removal to analternative education program, and corporal punishment( , spanking, which is allowed in approximately half ofthe states, although most professional organizationsoppose it).Replacement strategies areintended to achieve the same goals as punitivemethods, but focus on teaching or strengthening desiredbehaviors that might replace the undesired replacement techniques include direct instruc-tion, positive reinforcement, modeling, social problem-solving, conflict resolution, and anger : Limitations and AlternativesEducators who are most Effective in correcting misbe-havior use both punitive and replacement of educatorsclearly recognize the limitations of punishment: (a) Itteaches students what not to do and fails to teachdesired or replacement behavior; (b) its effects often areshort term; (c) it teaches students to aggress toward orpunish others; (d) it fails to address the multiple factorsthat typically contribute to a student s behavior.

10 (e) it islikely to produce undesirable side effects ( , anger,retaliation, dislike toward the teacher or School , socialwithdrawal); (f) it creates a negative classroom andschool climate; and (g) it can be reinforcing ( , negativereinforcement), such as in time-out and suspension, byallowing students to avoid or escape from situations theyfind aversive ( , academic work, peer rejection, a harshand uncaring teacher).Alternatives to to these limita-tions, when correcting misbehavior, Effective educatorswork hard to avoid using punishment. Instead, they focuson strategies for developing self-discipline and forpreventing misbehavior. When correcting misbehavior,they are much more likely to use mild forms ofpunishment, such as physical proximity, taking awayprivileges, verbal reprimands, and the evil eye thanharsh forms of punishment such as suspension. Whenpunishment is used, it is used fairly, judiciously, in thecontext of a caring and supportive relationship, andtypically in combination with replacement techniquesthat teach or strengthen desired behaviors.