DISCIPLINE

INTRODUCTION:
Discipline is essential for maintaining a conductive environment in educational institutions. An
important factor in the establishment and the maintenance of a favorable climate for learning is the teachers
understanding and use of discipline. Properly used discipline will not only enhance the learning situation but
also will lead students to more creative, self-discipline understanding needed for good citizenship in todays
changing world. Improperly used discipline will be considered as an end in itself, rather than as a means to an
end.
DEFINITION:
he word discipline is derived from diciplus !pupils" and disciple !to comprehend" for the conte#t of
education it should refer to group conduct held to be desirable in the teaching situation and in relation to the
personal development of individual students who comprise the learning group.
Percynunn defined discipline as $Discipline consists in the submission of ones impulses and powers
to a regulation which imposes from upon chaos and brings efficiency and economy where there would
otherwise be ineffectiveness and waste%.
hough part of our nature may resists this control, its acceptance must on the whole be willing
acceptance, the spontaneous movement of a nature in which there is an inborn impulse towards greater
perfection.
FACTS OF DISCIPLINE:
&. It is a vital component in the process of education.
'. It is the control of behaviour to attain a goal and purpose.
(. It implies a good understanding of right conduct) the formation of desirable habits and attitudes and an
adherence to such standards as are *ust and necessary.
+. It implies the willing acceptance of the control. I.e., the individual must to either what he is e#pected to
do or must not do what he is for bidden to do.
MODERN CONCEPT OF DISCIPLINE:
he authoritarian discipline began to loose its significance at the beginning of the eighteen-century.
oday we teach students to obey, but we want this obedience to be a thin,ing obedience, not merely reliance
upon authority. -tudents are led gradually to discipline themselves. hey are taught that there is a time for
leisure and a time for learning, a time-to-time converse and a time to listen and so on. .uarded freedom is
granted to students. /any of the superimposed and unnecessary restrictions have been wiped. he teacher
instead of wor,ing as a hard 0 tas,master is viewed as a friend and a guide.
/odern discipline satisfies the needs of self 0 respect and security. Present day discipline is of positive
and creative type. he teacher who is a stilled disciplinarian always tries to include good behaviour among
students, in this way night attitudes and habits are formed in students.
he modern educator believes in self-discipline. In self-discipline the source of control is largely
within the individual and not e#ternal to him. It is a combination of self-control and self-direction. In this sense
it is something internal and may be regarded as a response to an inner stimulus. It implies not only bringing
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under control but also submitting ones behaviour to self-imposed regulations. he student who controls his own
behaviour, willingly and spontaneously identifies himself with what is right. hus self-discipline creates an
earnest desire in the student to do the right thing and thereby enabling him to become an active member in the
educational process. he student ma,es decisions and assumes responsibility for his actions even in the absence
of supervision. In short modern discipline helps the students to become self propelled, self controlled and self-
guiding person.
AIMS OF DISCIPLINE:
According to 1eidger,en the aims of discipline in nursing education as follows,
&. o create and maintain conditions in the teaching 0 learning situation that will further the activities
necessary to attainment of the desired ob*ectives.
'. o create favorable attitudes towards the establishment and the maintenance of conditions essential to
effective wor,, in order to further the accomplishment of the desired ob*ectives.
(. o create favorable attitudes towards authority were authority is necessary for the welfare of the
individuals and of society.
+. o assists in the development of self-control and co-operation which are regarded as essential tracts in
the daily living as well as in professional functioning.
TYPES OF DISCIPLINE:
he modern educator believes discipline can be classified based on the nature as authoritarian,
democratic, self-discipline and assertive. -ince the authoritarian and democratic discipline is ,nown to all,
Self discipline:
In self-discipline the source of control is largely within the individual and not e#ternal to him. It is
combination of self-control and self-direction. In this sense, it is something internal and may be regarded as a
response to an inner stimulus. It implies not only bringing under control but also submitting ones behaviour to
self imposed regulations. he student who controls his own behaviour, willingly and spontaneously identified
himself with what is right. hus self-discipline creates an earnest desire in the student to do the right thing and
there by enabling him to become and active member in the educational process. he student ma,es decision and
assumes responsibility for his actions even in the absence of supervision for short self-discipline helps the
student to become self 0propelled, self-controlled and self-guiding person.
-elf-discipline is regarded as true discipline conditions for self 0 discipline to grow are
a" A common purpose sufficiently to control the action of the individual.
b" A compelling desires to achieve that purpose and willingness to ta,e up a common endeavor.
c" A clear understanding of functions to be performed by each member of the group.
d" An agreement on the regulation to be imposed on the group.
Assertin discipline:
According to Lusc!"n# this comparatively recent approach to behaviour management is based on five
,ey principles.
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a. 2lear e#pectations for the re3uired behaviour are set out of the teacher.
b. -pecific concrete and verbal praise and rewards are given for the behaviour.
c. here is graded se3uence of negative conse3uences of undesirable behaviour.
d. he teacher is assertive in insisting on the applications of the rewards and functions.
e. Power resides with the teacher, while informed choice of whether to follow a path that leads to rewards
or sanctions resides with the students.
In this approach a student who is misbehaving to tell to stop and told e#plicitly what will happen if he or
she does not stop. he student can choose to comply with the teachers orders !i.e., to stop" or not to comply !i.e.
to demonstrate the undesirable behavior again and there by to increase the negative sanctions". If the
unacceptable behavior persists then stronger disciplinary measures are imposed.
LE$ELS OF DISCIPLINE DE$ELOPMENT:
he term discipline may be used to refer to the orderly activities used by a person in her progress
toward the attainment of some goal which either he himself desire or which someone desire for them. Discipline
may occur on two levels or planes.
II" 4atural
III" -upernatural
I% N"tur"l:
&' C(pulsi)e discipline:
his is the lowest level of discipline imposed from the top down. It is e#ternal and rules by force. 5hen the
ruling force is removed, the only residue left is a feeling of resentment, not the establishment of permanent and
proper habits of conducts.
*' Persn"l Discipline:
his is discipline centered in the personality of the individual who administers it. he motivation can be
fear, loss of respect when the source of personal discipline is removed, the restraining influence may disappear
therefore it is not truly educative.
+' Sci"l Discipline:
his is discipline centered in the group as opposed to the individual. It is the discipline of democracy that is
self-control e#ercised by the larger group through common consensus of group.
II% Supern"tur"l Discipline:
his is discipline centered in .od. 1e is the source of all authority, with the right to impose discipline.
1e is the source of power to the people and can left them up to the plane of the supernatural. -ocial discipline is
founded in the low of man but supernatural discipline gives real meaning to $6ove thy neighborhood%, for its
discipline in ,eeping with all 2hristian virtues. It is not cruel or binding rather it is helpful, loving, neighborly
guidance. -upernatural discipline helps the student to attain the 2hristian 3ualities of self-discipline moral self-
character, trained self-will.
FUNCTIONS OF DISCIPLINE:
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Discipline as a universal cultural phenomenon is considered as serving a number of specific functions
in the growth process of young people. If facilitate learning, it assists in learning those standards of conduct
acceptable within society.
It helps to ac3uire characteristics of positive nature such as self-control and persistence.
It assists in securing stability of the social order within which the young may achieve security and
maturity.
PRINCIPLES OF DISCIPLINE:
&. Disciplinary procedures should be in harmony with the total goals of education.
'. Discipline should be based on and controlled by love and not by fear.
(. he discipline should be mainly positive and constructive.
+. Discipline should ensure e3ual *ustice for all, respect for the rights and dignity of the individual and
humanitarian treatment for all.
7. Discipline is not an end. It is *ust a means for the successful implementation of the educational
programme.
8. Disciplinary policies and procedures should be primarily preventive. -econdarily corrective and never
retributive.
9. Discipline should be designed to place upon the student more and more responsibility in respect of his
own choices purposes and behaviour as he grows in the ability to shoulder such responsibility.
:. Discipline is something, which the teacher helps children to attain not something that a teacher
maintains.
;. /a,e must disciplinary tal,s in private.
&<. Definitely relate the act of misconduct to the out of correction. =e sure that the student understands the
correction otherwise it is not educative. >nless the correction contributes to the development of the
student, it is not *ustified.
&&. Avoid collective punishments such as punishing a whole class when only one or two individuals are
capable. -uch action will provide unnecessary resentment from the innocent 0 members.
&'. As for as possible do not let disciplinary measures interfere with other educative opportunities. Avoid
banishing a student from the classroom if possible where you fed isolation is needed try to let it be
within the classroom.
&(. ?nly sent a student to the head of the institution as a last resort or when you are confronted with a
particularly serious case of misbehavior. 1owever do not hesitate to see, advice from other faculty
members.
&+. Do not let disciplinary measures interfere with other education opportunities.
&7. >se deferred action in preference to immediate action.
DESIRA,LE AND UNDESIRA,LE MEANS OF DISCIPLINE
I% -OOD OR DESIRA,LE MEASURES:
Personal conferences
-uggestions
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@e3uirements that students do something definite about conduct.
Deprivation of privileges.
>se of honor and probation lists.
-eat arrangement to remove students from the influence of others who cause trouble.
II% UNDESIRA,LE MEASURES:
I% Use f s"rc"s(:
If the teacher underestimates a student it will hurt the feelings of the students. 1e may view the teacher
as his enemy and will not ta,e the advice of teacher.
ii% Use f t!re"t:
eachers and parents should consider the psychology of the students. >se of threat will not do any
good to the student. If a mista,e is done by the student, teacher or the parent must e#plain to the child what is
his mista,e should not be done and what is e#pects from him rather be than threatening the student.
DISCIPLINE IN $ARIOUS STA-ES OF C.ILD DE$ELOPMENT:
A% DISCIPLINE IN ,A,Y .OOD /&0+ YEARS'
he ma*or purpose of discipline in the age is to identify the right and wrong and then to see it that they
out in accordance with his ,nowledge.
During babyhood emphasis should be on the educational aspect of discipline. @eward babies with
approval and affection when they do what is right rather than punishment when they do what is wrong. his or
course does not mean that punishment should not be used. It should be used because of its educational value. If
punished by a slight slap on the hand for closing a forbidden thing the slap tells that the baby that this act is
wrong and must not be repeated.
,% IN EARLY C.ILD.OOD /+01 YEARS'
"% Aut!rit"ri"n discipline:
his is the traditional form of discipline. In this parents and other care ta,ers establish rules and inform
child that they are e#pected to abide by them. If children fail to conform to the rules, they are sub*ected to
corporal punishment !slap, isolating children in their homes" often harsh and cruel, which is supported to act as
a deterrent to future rule brea,ing.
2% Per(issi)e discipline:
It developed as result against the authoritarian discipline. he philosophy behind this type of
disciplinary techni3ue was that children would learn from the conse3uences of their acts how to behave in a
socially approved way. hey are not taught rules they are not punished for will-full brea,ing or rules nor are
they rewarded for behaving on a socially approved way.
c% De(cr"tic discipline:
If emphasizes the rights of the child to ,now why rules are made and to have an opportunity to e#press
their opinions if they believe a rule unfair, blind obedience is not e#pected even when children are very young.
Instead of corporal punishment in democratic discipline an attempt is made to ma,e the punishment fit the
crime in the sense the punishment to relate to the misdeed.
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C% DISCIPLINE IN MIDDLE AND LATER C.ILD.OOD /10&*Ye"rs'
he middle and latter childhood years are also called school years. he child will meet a different
system of discipline and a new source of authority from that of his parents or family for the first time in his life.
his is a ma*or ad*ustment for the child. It can also be a ma*or ad*ustment for the parents. All will if the
discipline and opinions of the teacher and parents agree if there is a disagreement how ever the child will often
favor the teachers opinions. /y teacher says that $this is right% is very commonly heard from school children
when they are at home. =ut the parents also become confused and sometimes angry. his is why close co-
operation between the home and school parents and teachers is so important.
D% DISCIPLINE IN ADULT.OOD /&*0*3 YRS'
"% Aid in 2uildin4 " (r"l cde:
In the case of the adult the teaching of right and wrong should emphasize the reasons why certain
patterns of behavior are acceptable while others are not.
2% Re5"rds:
@ewards such as praise or a special treat for handling a difficulty situation will have a strong
educational value if they show children that they behaved correctly and they also motivate children to repeat the
approved behaviour. 1owever if they are to be effective rewards must be appropriate to the child age and level
of development.
c% Punis!(ent:
6i,e rewards punishment must be developmentally appropriate and administered fairly, otherwise it
may arouse resentment on the child part punishment must also motivate the child to confirm to social
e#pectations in the future.
d% Cnsistency:
.ood discipline is always consistent what is right today is right tomorrow and the ne#t day. A wrong
act should receive the same punishment every time it is repeated and a right acts the same reward.
iii% Use f frced "pl4y:
It is the teachers responsibility to ma,e student understand his mista,e instead of ma,ing the student
apologies forcefully. ?f course apology is a part of discipline but it must be felt by the students
- Punishment of the group for the offense of one student.
- >se of a students misfortune or misdemeanor as an e#ample for others.
SPECIFIC MEASURES TO MAINTAIN CLASSROOM DISCIPLINE
here are no golden rules for the maintenance of discipline in class) each problem re3uires a
separate analysis and set of responses as it occurs. he following measures suggested by CUR6ON should be
found useful always provided that they are interpreted not in a mechanical way, but in accordance with the
e#igencies of specific classroom situations.
he strategies involved in class control must always match conte#t.
&. Ansure as far as possible that the classroom conditions appropriate to your lesson re3uirements have
been prepared. -eating arrangements are important) thus to seat students where they are unable to see
or hear important parts of the lesson is to create an atmosphere in which order can brea,down.
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'. Prepare your lesson thoroughly, pitch it at a suitable level so that an appropriate climate is established
ma,e sure that you do not depress class morale by demanding impossible standards. Ansure, similarly
that students do not feel degraded by being as,ed to participate in trivial activities which obviously
re3uire minimum standards only. -tudents who are believe that their time is being wasted no matter
what the prete#t are unli,ely to approach their tas,s in disciplined fashions. Provide opportunists for
success in class.
(. 5here the ob*ective of a tas, is not immediately obvious, be prepared to e#plain its significance. If is
difficult to maintain discipline when students are as,ed to engage in activities for incomprehensible
ends.
+. Bnow your class. he teacher who is interested to learn the names of his students and so study their
bac,ground is demonstrate an interest in those for whose instruction he is responsible. eacher-student
co-operate can be intensified in this way with a corresponding positive affect on problems of behavior
in class.
7. Adopt an appropriate professional style in the classroom and ,eep to it. o be either too friendly or two
remote is almost always to forfeit respect with mar,ed effects on class discipline.
8. 5atch very carefully for signs of trouble. Cust as a successful navigator learns to recognize and react to
storm signals, so the teacher must learn to watch for those events which can lead to loss of class
control.
9. Astablish momentum at an early stage. Avoid over-long introduction to lessons to lessons and focus
attention swiftly. Beep up a reasonable pause of class activity and involvement. Periods of inactivity
can produce the boredom which spills over easily into indiscipline.
:. Do not confuse the trivial and the important. ?ver-reaction to a minor breach of a rule can be counter 0
productive. 6earn to assess swiftly the real significance of events in the class.
;. =e seen as fair 0 minded and impartial Davoritism of any ,ind conscious or unconscious bias and
pre*udice, will be interpreted by a class as an indication that fair consideration from the side of the
teacher cannot always be e#pected. -tudents have a rudimentary but ,een sense of *ustice which when
outraged, often leads to a withdrawal of co-operation.
&<. 5hen you have to issue orders, do so firmly and unambiguously. =e sparing of commands. 2ommand
only when other means are ine#plicable or have failed. =ut whenever you do command, command with
decision and consistency !-pencer"
&&. he reprimand is the most common form of primary reaction to misbehavior in the college. he teacher
must ,now when and how to reprimand. @eprimands are based on over responses to verbal or non-
verbal formal or informal. he precise form will be directed by the situation, the nature of the behavior
and the effect desired by the teacher.
&'. If you feel that you have to punish, ensure that the situation really demand it and that the conse3uences
seem worth while. Eou must decide what constitutes misbehavior and when it re3uires punishment)
your *udgment on the necessity for punishment may vary from group to group of students to students,
but it must be based consistently on principle. he decision to punish is in no sense a confession of
failure.
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&(. 5ithout hesitation consider the dismissal of a student who continuously threatens the maintenance of
class control. Dismissal ought to be followed by discussion with the student and his family.
&+. Dollow up all important disciplinary matters. Analyze what initiated and precipitated the brea, down of
discipline. Do not confuse symptom in the future whatever lessons you have learned from your
situations of disciplinary problems.
CAUSE OF INDISCIPLINE:
&% Lss f le"ders!ip 2y te"c!er :
Duture on the part of teachers to tac, active part in the struggle for freedom sweeping criticism of the
present system of education and of teachers, their inade3uate salaries and the frustration caused by it, entry of
un3ualified persons in the teaching profession, control of politicians over educational institutions and the
acceptance of tuitions on an almost commercial scale by the teachers are considered to be some of the ma*or
factors which have led to their loss of leadership among the student community.
*% -r5t! f ecn(ic difficulties :
In many cases pupils have to support themselves, partially or wholly throughout their school and
college days. 5hen such students compare their own conditions with those of a few well to do, they become
rebels against the e#isting school order.
+% Defects in t!e e7istin4 syste( f educ"tin:
he present system of education is indifferent to develop of character and sense of moral values among
pupils. Pupils are *udged by the final e#amination results. During the ma*or part of the year, the energies are not
properly utilized and they see, outlets in various ,inds of activities, which are anti-social.
8% A2sence f persn"l cnt"ct:
2lasses are often over crowd and there is no personal contact between the teachers and the taught. he
individual needs of the students remain unattended too.
9% Undue e(p!"sis n self0discipline:
wo much tal, of liberalism in the educational field has done more blame than good. 6oud tal,s of self
discipline and students government have led the students to believe that there are no rules for them to be
obeyed.
SU--ESTIONS FOR CONTROLIN- INDISCIPLINE:
In adopting corrective measures for the misconduct of young people in the class and establishing
control and discipline, the teacher must consider the following,
&. 1e has to maintain a balance between his concern for the individual and the welfare of the group and
whatever corrective steps he ta,es about the misbehavior of an individual pupil is bound to have an
impact on other people in the class.
'. Avery teacher has to recognize that the corrective measures considered suitable for an individual pupil
may not be good for influencing the group and vice versa
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(. In choosing corrective measures, therefore, he must favor those which are appropriate for both the
individual and group. A measure applied to an individual must be helpful to individuals personality as
well as to group climate
+. he corrective measures should be based upon understanding of the student and sound guidance
procedure
7. 2orrective measures and punishment should usually be administered impersonally, unemotionally
ob*ectively and privately
8. Predetermined fi#ed penalties should not be established because all forms of misbehavior cannot be
anticipated
9. 2orrective measures should fit the offence and the offender and the intent of the offender must always
be ta,es into account
:. In using punishment, simple measures should be e#hausted before resorting to severe ones. 2orporal
punishment, impulsion, suspension should be used only in e#treme cases and with great care and
caution
;. he teacher must consider whether the particular measures he is going to ta,e will touch only the
surface behaviour or correct the immediate situation or whether it will have a long range influence on
the individual
&<. =efore using corrective measures for any situation involving misbehavior on the part of pupils the
teacher must consider if the particular out burst of misbehavior of act of misdemeanor is not an
outward symptom of some deep-rooted factor in the classroom situation.

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