Discipline in Deep
“There was never a good knife made of bad steel”
– Benjamin Franklin
Deep Public School has a comprehensive set of rules applicable to all the students. In addition, boarders are expected to be well behaved at all times in the hostel and abide by the rules laid down by the school authorities.
School provides students with the educational foundation to build successful, independent lives. Classroom disruptions interfere with student achievement. Teachers and administrators must maintain the discipline to create an effective learning environment. A combination of methods used in a consistent and fair manner typically offers the best approach to classroom discipline.
1. Increase Parental Involvement
Parents make a difference in student achievement and behavior. Schools should institute policies requiring teachers to contact parents periodically through the year. Half-term or end-of-term reports are often not enough. Calling takes time, but parents can often provide solutions to difficult classroom problems. While not all parental involvement will be positive or have a measurable effect on student behavior, many successful schools use this approach.
Discipline plans provide students with acknowledged consequences for misbehavior. Effective classroom management should include the dissemination and use of a discipline plan. Teacher training on implementation along with periodic reviews can encourage the consistent and fair application of behavior standards.
The actions of the principal and assistant principals form the basis of the overall mood for the school. If they consistently support teachers, fairly implement the discipline plan, and follow-through on disciplinary actions, then teachers will follow their lead. If they slack on discipline, it becomes apparent over time and misbehavior typically increases.
Consistently following through on the action plan is the only way to truly foster discipline in schools. If a teacher ignores misbehavior in the classroom, it will increase. If administrators fail to support the teachers, they could easily lose control of the situation.
Some students need controlled environments where they can learn without distracting the wider school community. If one student continually disrupts a class and shows an unwillingness to improve his or her behavior, that student might need to be removed from the situation for the sake of the rest of the students in the class. Alternative schools provide options for disruptive or challenging students. Moving other students to new classes that can be controlled at the school level can also help in some situations.
Hand-in-hand with effective leadership and consistent follow-through, students must believe that teachers and administrators are fair in their disciplinary actions. While some extenuating circumstances require administrators to make adjustments for individual students, in general, students who misbehave should be treated similarly.
Discipline in schools can evoke the image of administrators stopping fights before they begin or dealing with hostile students in a classroom setting. However, effective discipline begins with the implementation of school-wide housekeeping policies that all teachers must follow. For example, if a school implements a tardy policy that all teachers and administrators follow, tardies will decrease. If teachers are expected to handle these situations on a case-by-case basis, some will do a better job than others and tardies will have a tendency to increase.
From administrators to guidance counselors to teachers, schools must institute high expectations for both academic achievement and behavior. These expectations must include messages of encouragement and means of support to help all children succeed. Michael Rutter researched the effect of high expectations at school and reported his findings in “Fifteen Hundred Hours”: “Schools that foster high self-esteem and that promote social and scholastic success reduce the likelihood of emotional and behavioral disturbance.”