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Lack of discipline in School
is not just a fleeting concern of the last few months. The subject has
long been debated and has featured repeatedly on school as well as on
national agendas both in Malta and abroad. However, whenever the subject
crops up in public debate, no positive conclusion is ever reached,
because the contenders quite often seem to ask the wrong question – “Who
is to blame?” The problem can better be tackled if we were to ask, “Who
is responsible?”
Responsibility vs Blame
Who is responsible for
behaviour and good order in school? At prima facie the answer seems to
lie with the school administration and the teaching staff. In fact the
School Administration is responsible for all that goes on in school, be
that positive or negative. However, this last statement needs
qualifying. While the above assertion is valid one cannot leave out an
important factor in the whole equation. While the teaching staff is in
constant contact with their pupils, parents who are also important stake
holders of their children’s education, carry a significant weight by
providing a stable home background. They also give their full support to
the educational endeavour of the School Administrators, teachers and
other ancillary workers who together provide opportunities for pupils to
grow and develop in a sound and meaningful manner.
The student, who holds a
central place, is often forgotten or taken fore granted in the whole
issue. In this day and age we need to consider the child and listen to
what she and he have to say in matters that concern them directly. Most
schools have now well-functioning Student Councils that often have
direct bearing on behaviour and good order in school.
Old Systems Die Hard
Let us consider the concept
that advocates responsibility as one of the central characteristics of a
well-ordered school. The traditional class was ruled and controlled
solely by the teacher. He or she was the dispenser of all knowledge and
the student was expected to take in (and often memorize all the wisdom
that pleased the teacher to pass on to his faithful disciples! Although
this may sound a rather cynical way of viewing the picture, there is
still a great deal of truth in it. There may still be the tendency in
some (not only teachers but also pupils and parents) who favour some
form of authoritarian practice in classroom at present. Where this
attitude persists, the responsibility for learning is assumed by the
teacher and the student is then only expected to behave and pay
attention to what is being said and done. The student becomes a passive
receptor while the teacher takes full responsibility for what the
student knows at the end of the day.
The above scenario or
variations of it, does not allow the student to assume responsibility
for his or her learning. Doing well in school and in examinations seems
to be the fruit of the teacher’s own labour and of the parent’s constant
nagging, promises or threats.
Punishment as a
Deterrent?
For some the only means of
controlling children in class is to impose some form of punishment,
thinking that punishment is the most effective means of deterring
children from repeatedly failing to behave properly in class.
However, produces anger and
rebellion in the student and frustration and a feeling of inadequacy in
the teacher. Punishment is often repeated with ever producing the
desired result, that of correction and a change of heart.
Students Assume
Responsibility
The only reasonable and
meaningful alternative to school indiscipline and lack of good order, in
my way of thinking, is to revise our system by training our students
from the early years to assume responsibility to all their learning in
school. School will become a privilege and not a punishment. Learning
will be owned by the pupil and not by the teacher.
Consequence as the
Positive Alternative to Punishment
If punishment does not work,
what is there to replace it? What deterrent will stop our children from
playing truant, failing in doing their homework, being late for school,
disrupting lessons, etc? They will have to take responsibility for their
actions. Misdeeds and other failures will have their consequences that
the student will know about. They will know that they have the choice of
either doing what will is required or else suffer the consequence
attached to the particular infringement. The teacher’s task will then be
to teach and to see to it that the consequence for useless behaviour is
enforced.
Parents as Partners
Parents too will be made
aware of the consequences of faults and infringements in school. They
will also be encouraged to apply similar strategies at home that will
reinforce the school system that does not base its discipline on
punishment but on assumed responsibility by the child. Thus the
school-home partnership will be strengthened and the relationship
between parents and teachers be built on sound educational principles.
School Code of Conduct
One other instrument that
ought to promulgate the transfer of responsibility from teacher to pupil
while at the same time strengthen the school and home partnership is the
School Code of Conduct or better still, the School Code of Good Order
and Behaviour. A good number of schools in Church, State and Independent
Schools have drawn up a document that spells out clearly school and
class regulations or ‘ground rules’ that help the students know what is
expected of them in order to maintain a well run and organized
educational institution. Students and parents are encouraged to
contribute not only to the ‘rules’ but also to the consequences that by
nature will be directly related to the particular infringement. In doing
so all stake holders are committed and responsible for their carrying
out their part in promoting healthy and happy relations in school.
Prevention as an
Alternative
The principle that governs
this style of conduct in school is based on prevention. The more steps
that are taken in order to prevent ‘the law from being broken or
ignored’, the more likely the school and class behaviour to be positive
and beneficial to all. Learning will thus become more possible and the
outcomes of school life will be more enduring.
The Incorrigible Student
And what do you do with the
student who no matter what positive action the school takes in order to
reform the delinquent student. he or she constantly exhibits antisocial
behaviour? Some have been advocating that the student who cannot be made
to see sense in his or her
Ask Teachers:
a)
What is your major Discipline Concern
at present?
The THREE most pressing Discipline Concerns are:
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1. |
Lack of motivation
teachers feeling
helpless
confrontation with
students
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2 |
. No respect for
authority
follow-up of disruptive
students
discipline in school as
a whole
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3 |
Lack of respect towards
teachers
answering back
rebellious attitude dues
to family background
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4. |
To have a school-based
discipline structure in operation
at present disciplinary
actions are not taken seriously by the students
reduce bullying
how to motivate pupils
monitoring of disruptive
students who influence negatively their classmates
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5 |
disruption
in class/corridors
apathy – lack of control
by teachers
bullying – problems in
class
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6 |
arrogant, disruptive and
defiant students
persistence in not
doing any work
the bully
lack of respect
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b)
What are your expected outcomes from
these three mornings?
The most important expected outcomes are:
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1 |
Create a disciplined school environment
co-operation and
collaboration with administration
dispel the feeling of
helplessness
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2 |
Consistent cooperation
between staff as regards discipline
make learning more
effective and enjoyable
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3 |
To find practical
solutions to the above problems
teamwork, which will be
school-based
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4 |
coherence
answers to the above
learn new techniques of
discipline
teachers should be
empathized and not criticized when facing problems
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5 |
how to deal with common
problems
how to improve class
control
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6 |
Coordination and co-operation of all staff |
c)
What area(s) of discipline would you like to explore?
The area(s) of discipline to explore are:
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1 |
Relations between
teachers and students
relations between
teachers and administration
relations among students
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2 |
Identify different
types of behaviour
communication skills
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3 |
Teacher-student
relationships
how to handle worst behavioural problems
school structure re discipline
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|
4 |
how to create an
environment where pupils obey
and participate actively withoutthe need to correcting misbehaviour
continuously
how to involve parents
in discipline especially those who usually speak for their children
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5 |
instill self-discipline
through teaching and example
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6 |
adopting different
disciplinary steps for different students
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d) What skill would you like to develop?
The skills to develop are:
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1 |
self-control
student/class control
motivating students
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2 |
better communication
with students
personal relationships
learn to listen more
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|
3 |
decision making towards
reward/punishment
immediate action re
behavioural problems
self control
learn how to ignore
minor cases –tolerance
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4 |
communicate without
argumentation
follow-up disciplinary measures
relationships with
individuals having social problems
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5 |
look at difficulties as
opportunities
self-control in
difficult situations
how to keep control of
the whole class for the whole lesson
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6 |
empathizing
with the difficult student
dealing calmly with
difficult students
positive discipline
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POSITIVE DISCIPLINE
Session 2 – Group
Discussion Questions
Ask Teachers:
a)
What is your major Discipline Concern
at present?
The THREE most pressing Concerns are:
confrontation with students = Students confront me.
answering back = Students answer me back.
bullying – problems in class = Students bully me.
disruption in class = Students disrupt my class
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CHALLENGED |
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no
respect for authority = Students do not respect me
arrogant and defiant students = Students are arrogant defiant
towards me.. |
DISRESPECTED |
to have a school-based discipline structure in operation =
The school does not support me with a discipline structure
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UNSUPPORTED |
b)
What are your expected outcomes from
these three mornings?
The expected outcomes are:
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co-operation and
collaboration with administration
consistent cooperation between staff as
regards discipline teamwork which will be school-based
coherence
teachers should be
empatised and not criticized
when facing problems
coordination
and co-operation of all
staff
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COLLABORATION |
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dispel the feeling of
helplessness |
EMPOWERMENT |
to find practical solutions to the above problems
answers to the above
learn new techniques of
discipline
how to deal with common
problems
how to improve class control
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PROBLEM
RESOLUTION |
d)
What area(s) of discipline would you
like to explore?
The area(s) of discipline to explore are:
relations between teachers and students
relations between
teachers and administration
relations among students
teacher-student relationships |
THE PROBLEM OF RELATIONSHIPS |
Identify different types
of behaviour
how to handle worst behavioural problems |
THE PROBLEM OF
BEHAVIOUR
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communication skills
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THE PROBLEM OF COMMUNICATION
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school structure re
discipline
adopting different disciplinary steps
for different students |
THE PROBLEM OF STRATEGY |
School Code of Conduct
The State’s Code of Conduct
Inclusion or Exclusion? –
The Lasallian Experiment in Liverpool
Comhairle nan Eilean Siar.
Pupil Participation in Decision Making.
Recommendation 13.
Schools should ensure that
there are formal mechanisms in place to allow all pupils to regularly
share their views with teachers and other pupils, and to participate in
decision making on matters which affect them directly. These mechanisms
should allow for consultation and active participation on a range of
issues, including the setting of priorities for the school development
plan.
Recommendation 14.
Schools should ensure that
opportunities are provided for senior pupils at both primary and
secondary levels to take responsibility for buddying and / or mentoring
junior pupils.
1. Background.
The Discipline Task Group recognised
the importance of the involvement and participation of children and
young people in the decisions which affect their lives. This is set in
the context of the Standards in Scotland’s Schools Act 2000, the United
Nations Convention on the Rights of the Child – to which the UK
Government is a signatory, and the Children (Scotland) Act 1995 where
the welfare of the child is paramount. Some genuine progress has been
seen in the reduction of challenging behaviour when pupils enjoy a
positive experience in school which meets their needs, treats them with
respect and involves them in decision making.
However, effective participation by
children and young people in decision making requires them to have a
clear understanding of their rights and responsibilities. Schools must
ensure that their pupils are provided with the necessary information and
guidance to do this.
Principles of successful Pupil Participation.
·
A culture
of collaboration where everyone’s ideas are heard and respected.
·
The sharing of
power and responsibility.
·
Bottom up
influencing of decisions.
·
An openness to
the possibility of change.
2. Mechanisms for ensuring Pupil
Participation.
2.1
Pupil Council / School Council. (or similar forum)
The recent Standards in Scotland’s
Schools Act ruled that schools should find out what pupils think by
setting up consultation bodies such as Pupil Councils. It is generally
agreed that these will only work if they are set up and run with
conviction and not in a spirit of tokenism.
A Pupil Council / School Council or
similar forum is a group of pupils, teachers and possibly other staff
who meet regularly to:
·
Involve pupils
more in the life of the school.
·
Contribute to
class and whole school decision making.
·
Listen to what
pupils have to say.
·
Look at ideas for
improvement.
·
Decide what needs
to be done to make the school a better place.
·
Decide how it can
be done.
In most instances, children will be
elected to represent their peers and the council may even have a
devolved budget to put ideas into action. The pupils, through their
elected representatives, can become become involved in virtually any
issue affecting school life from the School Development Plan to
playground facilities, litter and after school clubs. A very common
example of pupil participation through a Pupil / School Council in
decision making relates to the promotion of positive behaviour,
where children and young people are fully involved in drawing up
expectations, rules, rewards and sanctions. In some schools in Scotland,
it is the children and young people who are responsible for managing and
coordinating the organisation and allocation of the positive rewards as
part of the positive behaviour policy. Elections to Pupil Council /
School Councils can be as simple or as complex as the school wants them
to be, from a show of hands in the classroom to a mini version of a
general election. The important thing is that they are fair and
democratic.
2.2 Buddying Scheme.
This is a scheme where older pupils
support younger pupils in a range of different issues, including
bullying, homework, forming friendships and coping with transitions.
These schemes can offer a listening ear and non threatening support for
all children and young people and provide them with a sense of security.
A buddying scheme can be set up in both secondary and primary.
Buddying Schemes are based on the fact that young people, when
experiencing some concern or worry, most often seek out other young
people. This may happen anyway in an informal manner in any school but a
Buddying Scheme gives it a structured and supervised approach.
For schemes like this, senior pupils
have to be trained. This does not of course make them professional
counsellors in any way. They are simply young people who offer
supervised support to other young people to help them think about and
reflect on concerns they may be experiencing.
The basis of any buddying scheme is the
understanding that those involved have similar characteristics with
those being helped, for example, age or life experience.
Training could include:
Ground rules
Responsibilities
Duties.
Attitudes.
Questioning Skills.
Listening Skills.
Confidentiality.
Child Protection Issues.
The aim of training would be to promote
a sensitive approach to listening which encourages others to express and
explore their frustrations.
Examples of what a buddy can do:
·
Help younger or
new pupils make the transition to a new school.
·
Work alongside a
younger pupil for one hour a week.
·
Help children who
are in trouble or are being bullied.
·
Help children who
are lonely and don’t seem to have friends.
·
Encourage other
pupils to follow the school code of conduct.
·
Represent the
views of pupils.
·
Make suggestions
to improve the life of the school.
·
Help in a paired
reading scheme.
2.3
Circle Time.
The philosophy behind Circle Time or
Quality Circles reflects mutual respect and a capacity for children to
be given opportunities to talk, share concerns and participate in
decision making. Of paramount importance to Circle Time is emotional
safety which is produced by firm ground rules designed to encourage
respect for all participants. The Circle Time model can be applied to
secondary schools in exactly the same way as it is implemented in
primary schools.
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Circle Time helps create a positive
ethos by providing:
·
A space for
listening and a space for being listened to
·
A time and a
place for reviewing and reflecting on what has been learned.
·
A feeling
of community and responsibilty.
The exchange of views and ideas can
cover a range of different topics, including learning and teaching,
personal / social relationships and bullying. Circle Time can support
the personal and social development of children and young people and it
can be an opportunity for them to be heard by other children and adults
in a secure and supportive atmosphere.
Circle Time builds the esteem of each
participant and encourages pupils to take reponsibility for the
consequences of their actions. It therefore has impact in many areas of
school life including:
·
Individual
Motivation and achievement.
·
Enhancing
positive relationships.
·
Personal and
social development.
·
Producing calm
behaviour and self discipline.
How can the school use Circle Time?
·
Weekly circle
time class meetings ( half an hour to an hour )
·
Brief daily
Circle Time class rituals.
·
Principles of
Circle Time applied to meetings of pupil council.
·
For meetings of
other members of staff.
·
For schools to
establish their Code of Conduct, Dress Code etc.
·
Can be used in
PSD lessons.
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2.4 Paired Reading
Schemes.
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2.5 Pupils present
at the formal Parent Interviews ( Progress Report Meetings )
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2.6 Prefect System.
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2.7 Responsibility
for fund raising.
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2.8 Designing and
selection of dress code.
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2.9 Coordinating the
invitation of guest speakers and visitors to the school.
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2.10 Consultation over the planning of
trips.
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2.11 Pupils on School Boards. ( 16 to 18 )
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2.12 Consultation with all pupils in
attendance at the school over the priorities and content of the School
Development Plan. ( Standards in Scotland’s Schools etc Act 2000 )
Schools which are
committed to listening to the views of pupils through the creation of a
positive ethos, rather than being top down institutions of discipline
and social control appear to achieve more success in establishing
positive pupil participation and behaviour. (Better Behaviour ‑
Better Learning - June 19 2001)
March
2002.
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