DISCIPLINE

Definition

Discipline is derived from the Latin word “Discipulus” which means to learn.

 It is a mode of life in accordance with certain rules and regulations, a sort of self-control
not forced upon the individual but flows out from within.
 It is a state of orderly conduct of an individual which is gained through training in self-
control and in habits of obedience to socially approved standards of thought and action. It
includes the socialization of behaviour, the manner of working and living in co-operation
and the subordination of individual interests to group interests.
 Discipline in schools generally means, “Orders and system in doing things, regularity and
obedience to commands.
 Discipline in a school serves the purpose of ensuring that learning takes place. Discipline
ensures that the rights of the individual and of all members of the school society are
protected.

Components of Discipline used in educational institutions

Head of the Institution

The success or failure of any educational institution depends upon the personality of the head of that
educational institution. He must possess some philosophy of discipline. He must have some well-
grounded fundamental principles which guide him to treat the teachers and students.

The Teacher

The teacher is the fountain head of discipline and character formation. With good teachers, half the
problem of school discipline disappears. Every teacher should be a good disciplinarian depending on his
keen insight, patience, sympathy, love, justice and impartiality.

Co-curricular Activities

Co-curricular Activities like sports, scouting etc. develop in students a sense of self-control and self-
confidence, which is the cornerstone of discipline. Such activities give learners practical lessons on the
basis of their will. Social co-operation, respect for authority and leadership training can pave the right
way of instructing them in the fundamentals of true discipline.
Building up Traditions

Traditions are transmitted from one generation of students to the other and as such, if properly guided,
students would never try to lower the noble traditions built by those who have gone before them.

Teaching Method

If appropriate methods of teaching are employed, the chances of students getting indisciplined or going
astray will be few. Classroom methods should be directed towards producing well-adjusted and self-
disciplined individuals and towards the building up of a high morale.

Self-Government in Schools

Learners should be properly associated with the administration of discipline as well as with the health,
sports, dramatics and other school activities. This will make them obedient to rules and regulations far
more real, meaningful and willing than when the same is imposed from above.

A Good School Environment

Every educational institution or school should prepare its calendar in the beginning of new educational
session, giving a clear idea of the aims, the courses of study, administrative rules and regulations, as well
as the plans of curricular and co-curricular activities of the institution,

Judicious use of Rewards and Punishments

Successful efforts on the part of students must be recognized and rewarded. They should be very few and
administered in a manner that may appeal to the higher motive of students.

Effective Team-Workers

A sense of unity, co-operation and fellow feeling prevailing among the school staff is sure to reflect upon
the pupils. The young pupils in schools watch very keenly the activities of their teachers and try to imitate
them for good or bad. It is therefore necessary that in order to promote discipline among pupils, it must
first be established and maintained among the members of school-staff.

Methods used

Increase Parental Involvement

Parents make a difference in student achievement and behavior. Schools should institute policies
requiring teachers to contact parents periodically throughout the year. Half-term or end-of-term reports
are often not enough. Parents can often provide solutions to difficult classroom problems.

Create and Enforce a School-wide Discipline Plan

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.

Establish Leadership

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 off on discipline, it becomes
apparent over time and misbehavior typically increases.

Practice Effective Follow-Through

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.

Provide Alternative Education Opportunities

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
behavior, he 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 students to new
classes that can be controlled at the school level can also help in some situations.

Build a Reputation for Fairness

Students must believe that teachers and administrators are fair in their disciplinary actions. While some
excusing circumstances require administrators to make adjustments for individual students, in general,
students who misbehave should be treated similarly.

Implement Additional Effective School-wide Policies

Discipline in schools can evoke the image of administrators stopping fights before they begin or
dealing with hostile learners 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, tardiness will likely
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.

Maintain High Expectations

From administrators to guidance counselors and teachers, schools must institute high expectations for
both academic achievement and behavior. These expectations should include messages of encouragement
and means of support to help all learners succeed.

Approaches to discipline.

Preventative Discipline

Preventative discipline involves a concise outline about classroom expectations for students as well as for
teachers; students need to know what is expected of them for the remainder of the class. Such guidelines
might include rules regarding talking, homework or language use in the classroom. A preventative
discipline strategy also establishes the types of consequences that will follow a forbidden act or behavior.
Preventative discipline strategies create a safe, non-confrontational classroom atmosphere in which
students feel that they understand what is to come. The goal of preventative discipline is to provide
proactive interventions to potential disruptive behaviors by clearly explaining to students what behaviors
are and are not appropriate.

Supportive Discipline
Supportive discipline provides a student with suggestions and options for correcting a behavior before a
consequence is necessary. When a teacher offers a verbal warning or a suggestion for correcting behavior
while a student is disobeying an established classroom rule, the teacher is using supportive discipline. For
example, if a student is wandering around the class after a teacher has announced it is time to sit down,
the teacher may say, "I made the announcement that it is time to sit down. Find your seat so we can get
started or I will need to hold you after class." The student has been given the option to accept or avoid
further punishment; the behavior has been redirected through a teacher's supportive discipline strategy.
Reminders, redirection and non-verbal communication are all examples of supportive discipline.

Corrective Discipline
Corrective discipline refers to the set of consequences delivered to students following an infraction. For
example, engaging in a verbal altercation with a student is a corrective discipline technique, but it may
escalate a volatile situation and undermine your authority as a teacher and leader. Corrective discipline
strategies should be adapted to the students' age or grade level. Consistent application of consequences is
an essential component of corrective discipline strategies.

Traditional vs modern approaches to discipline

The traditional approach involves discipline through the use of punishment or rewards. In this
technique use of force and physical punishment is seen as the best way to train a child. It helps a
child to deter from misdeeds and become obedient. This approach involves the development and
communication of clear rules about acceptable and unacceptable behaviour, and reasonable
consequences for breaking the rules.

Through rewarding a child’s good behaviour, they learn to keep it up. Rewarding a child
materially may not produce a responsible and self-controlled child but rather it could condition
the child to behave in a particular way so as to earn a reward

The rationale behind this approach is that applying sanctions or punishment will:

 Deter the learner responsible for the indiscipline behaviour from continuing to behave in
an unacceptable manner.
 Send a clear message to the rest of the student body that indiscipline is not acceptable and
therefore deter them from such behaviour.
 Demonstrate to learners who have not been disciplined that they deserve to be punished.

Modern approach is more of helping a student to develop an inner self control. The individual
uses reasoning to make right judgment and decision. To uphold this modern view of discipline,
teachers are to help students cultivate the culture of respect for authority and other students. This
promotes peaceful atmosphere that is conducive for teaching and learning. Thus discipline is
taught and learnt. This technique emphasizes on teaching of good conduct, the understanding of
one’s responsibility and obligation under the existing authority and more so the fear for the
consequences of bad conduct. Modern discipline technique is seen as the most effective
technique because it helps children to develop some inner potential to control one’s self and to be
responsible children.

Principles of effective Disciplinary Procedures

 i) A verbal reprimand is given pleasantly but firmly. In case the reprimand does not result in
improvement, a written warning is given. A copy is put on file. The third stage is a report to the
school board. More serious breaches of a code of professional conduct may require immediate
suspension of a teacher or student, with a report made to the relevant education officers and
school board. When enforcing discipline, one has to ensure the following:
ii) Every form of disciplinary action must be relevant to the behaviour. The student must know why
he is punished.
iii) Discipline must be made immediately. Delay in action and ruins discipline training.
iv) The teacher should be consistent in enforcing discipline.
v) Individual cases of discipline must be considered on their own merit.
vi) There should be no favouritism in the way discipline is enforced from one student to another.

Teachers’ disciplinary offences

The following offences/ misconducts may lead to disciplinary action by the Teachers Service
Commission:

1. Chronic absenteeism

 -Persistent/repeated absence from duty without permission.

 -Lateness of duty.

2. Desertion of duty

 -Absence from duty for 14 continuous days (without written permission) including
weekends and public holidays.
 -Failure to report for posting after expiry of study leave.
 -Proceed on study leave without approval

3. Insubordination

 -Failure to respond to letters from superiors.

 -Failure to take up posting after disciplinary process/transfer /deployment.
o Proceeding on transfer without formal release.
 -Failure to forward correspondence by teachers to and from the commission.
 -Failure to handover/takeover an institution upon transfer.
 -Administering corporal punishment.
 -Failure to submit probation report in respect of a newly recruited teacher at the expiry of
probation period
  -Excluding a teacher from the time table without authority from the commission.
 -Pecuniary embarrassment including, but not limited to failure to honor financial
obligation as they fall due.
 -Failure to submit required reports within the stipulated periods.
 -Failure to adhere to health and safety rules.
 -Failure to complete and submit appraisal report.
 -Refusal to discuss Appraisal Report with the supervisor; or

 Any other form of insubordination that in the opinion of the Commission warrants
disciplinary action

4. Negligence of duty

 -Willful neglect to perform any work or careless or improper performance of any work
assigned to the teacher.
 -Failure to teach scheduled lessons.
 -Failure to prepare professional documents e.g schemes of work.
 -Allowing examination cheating.
 -Grading fake marks.
 -Failure to perform T.O.D duties.
 -Failure to attend School assemblies and official meetings.
 -Failure to take students for official duty/functions.

5. Infamous conduct in any professional respect.

 -Drunkenness or any form of intoxication during working hours.

 -Fighting in public or any violent behavior that may bring profession to disrepute.
 -Conduct or behavior which contravenes Chapter Sic (6) of the constitution: or
 -Pecuniary embarrassment including, but not obligations as they fall due.

6. Forgery/impersonation/collusion/ Fraud and Corrupt deals/bribery.

 -Causing payment of salary to teachers not on duty e.g deserters, deceased persons.
 -Failure to report offences by teachers.
 -Forged signatures, stamps.
 -Obtaining registration through fraudulent means.
 -Submission of incorrect staff returns.
 -Submission of forged certificates.
 -Misrepresentation/falsifying information.
 -Some exam malpractices/irregularities.

7. Immoral behavior

 -Sexual intercourse
 -Sodomy
 -Lesbianism
  -Sexual harassment/flirtation/indecent Act.
 -Love relationship
 -Sexual assault.
 -Exposure to pornographic materials

Symptoms and causes of students’ indiscipline

Favoritism
Indiscipline may be caused by teachers who favor some students in their teaching and classroom
management.  The other students may see this as a sign that everything is allowed in spite of the rules.
Other students may also see this favoritism as an offense against them which leads to rebellion.

The rules are not enforced

-when a student is not punished for an offense, s/he goes on to commit more offenses.

Lack of Communication
-the rules are not clearly communicated

Teacher-student relationship
-the teacher and students relationship is essential for any learning process. If there is a breakdown in
this relationship, indiscipline emerges.

Lack of leadership
-when the teacher doesn’t fulfill his role as a leader, there will certainly be students or students who will
be glad to take this role. Thus indiscipline appears.

Lack of motivation
-when students are not motivated, they tend to work in an undisciplined manner.

Bad habits
-some students may have acquired bad habits from previous teaching experiences. Once a student, for
instance, has formed the habit of coming to school late, it will be hard for him or her to change this
behavior.

The Disciplinary Procedure for teachers and students

Effective school systems should stipulate in writing the disciplinary procedure, which gives details about
how the actions will proceed. The following procedure should be followed:

The first step should be thorough preliminary investigation into the case. This will enable the leaders to
find out whether this is a first offence or another in a series. They should also try to find out whether there
are underlying reasons for the offence like ill-health, family problems, or whether this is a way by which
a worker is expressing his or her dissatisfaction with the job or the school. Skilful interviewing is needed,
in an effort to understand why the employee acted the way he or she did. If preliminary investigations do
not reveal the facts of the case, then you move on to the next step.

The second step is temporary suspension or interdiction. This is very important as it helps the
management to gain enough time for thorough investigations.

The third step involves the carrying out of the necessary corrective action. Once disciplinary investigation
is concluded you may realize that the offence does not warrant temporary or permanent removal from the
organization. In this case you can give either an oral warning/reprimand or written warning/reprimand. In
the case of oral warning or reprimand an educational manager believes that deviant behaviour can still be
changed through private discussion. A favourable time and private place should be set for this. The aim
is to inform the staff or the student that the undesirable behaviour cannot be tolerated, and that there is an
urgent need for improvement. In case of failure of improvement, serious disciplinary action will be
administered. An oral reprimand is effective if it is given in a skilful and friendly manner. If given in
public or in unfriendly way, it may provoke hostility and defensive behaviour. A written warning or
reprimand should follow an oral warning or reprimand. If a teacher or student does not respond
positively to the oral talks in private, then a written warning is issued. Where the offence committed is
too strong for an oral warning, a written warning is administered. The written warning should contain a
statement of the offence committed with copies of letters sent to the relevant officers who deal with the
offender’s employment or academic records. Usually it is expected that a written warning should be
preceded by either a friendly talk during counselling or an oral warning. Demotion, suspension and
discharge from employment – the verdict by a disciplinary committee during the time an employee or
student is temporarily suspended could either be that the suspect is not guilty, or the committee may find
the suspect guilty. If the suspect is found guilty, the disciplinary measure to be undertaken must be
recommended by the committee in accordance with the magnitude of the offence. These measures
include demotion, suspension or discharge from employment or studies. The disciplinary action
recommended should take into account both the seriousness of the offence and whether this is a first,
offence or one in a series of similar offences.

Why discipline is essential and how it impacts the learning process:

Creates a stress-free environment

One of the basic benefits of being disciplined is a stress-free life. It is very important to relax because our
brain needs to detox and rest in order to function with optimal capacity. By disciplining, one can learn to
apportion time to various activities, including rest. 
Eliminates stress from student life

This is one of the most prominent impacts that discipline has on the learning process. It is important for
every student to have a set routine to avoid the last-minute hustle. Discipline helps at maintaining and
following the daily routine properly. 

Helps Students Get Better Grades

This is the ultimate goal of every student’s life and it is very important for every student to be disciplined
at all times. By being disciplined, a student will be able to spend more time studying. And the more time
you spend studying, the better your grades become.

It Moulds Students’ Character

Another benefit of being disciplined is that it helps mould students’ character. And it’s hardly surprising
because a positive attitude towards studies (and life) is the inherent benefit derived from being
disciplined.

Enhances and encourages students’ motivation

There is no denying the fact that student life is not always easy. However, staying disciplined will keep
your motivation fire burning and help you get the best out of education.

Sets a Good Example for Others to Follow

Positive classroom discipline sets a good example for others to follow. Disciplined and diligent students
serve as role models for their classmates, but instead of secretly wishing to be like them, you should instil
the same self-discipline in yourself. That way, you’ll be able to catch up with them (or even surpass them)
in no time at all!

References

Osher, D. et. al. Addressing the Root Causes of Disparities in School Discipline: An Educator’s Action
Planning Guide. Washington, D.C: National Center on Safe Supportive Learning Environments, 2015. 

Slee, Roger. Changing Theories and Practices of Discipline. The Farmer Press, 1979.

South Carolina State Department of Education. Best Practices for Supporting Educators with
Discipline. 2019.