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, selfdiscipline 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: The word discipline is derived from diciplus (pupils) and disciple (to comprehend) for the context 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. Though 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: 1. It is a vital component in the process of education. 2. It is the control of behaviour to attain a goal and purpose.

3. It implies a good understanding of right conduct; the formation of desirable habits and attitudes and an adherence to such standards as are just and necessary. 4. It implies the willing acceptance of the control. I.e., the individual must to either what he is expected to do or must not do what he is for bidden to do. MODERN CONCEPT OF DISCIPLINE: The authoritarian discipline began to loose its significance at the beginning of the eighteen-century. Today we teach students to obey, but we want this obedience to be a thinking obedience, not merely reliance upon authority. Students are led gradually to discipline themselves. They 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. Guarded freedom is granted to students. Many of the superimposed and unnecessary restrictions have been wiped. The teacher instead of working as a hard taskmaster is viewed as a friend and a guide. Modern discipline satisfies the needs of self respect and security. Present day discipline is of positive and creative type. The 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. The modern educator believes in self-discipline. In selfdiscipline the source of control is largely within the individual and not external to him. It is a combination of self-control and selfdirection. 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. The student who controls his own

behaviour, willingly and spontaneously identifies himself with what is right. Thus 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. The student makes 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 Heidgerken the aims of discipline in nursing education as follows, 1. To create and maintain conditions in the teaching learning situation that will further the activities necessary to attainment of the desired objectives. 2. To create favorable attitudes towards the establishment and the maintenance of conditions essential to effective work, in order to further the accomplishment of the desired objectives. 3. To create favorable attitudes towards authority were authority is necessary for the welfare of the individuals and of society. 4. To assists in the development of self-control and cooperation which are regarded as essential tracts in the daily living as well as in professional functioning. TYPES OF DISCIPLINE: The modern educator believes discipline can be classified based on the nature as authoritarian, democratic, self-discipline and assertive. Since the authoritarian and democratic discipline is known to all,
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Self discipline: In self-discipline the source of control is largely within the individual and not external 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. The student who controls his own behaviour, willingly and spontaneously identified himself with what is right. Thus 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. The student makes decision and assumes responsibility for his actions even in the absence of supervision for short self-discipline helps the student to become self propelled, self-controlled and selfguiding person. Self-discipline is regarded as true discipline conditions for self 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 take 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. Assertion discipline:

According principles.

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approach to behaviour management is based on five key a. Clear expectations for the required behaviour are set out of the teacher. b. Specific concrete and verbal praise and rewards are given for the behaviour. c. There is graded sequence of negative consequences of undesirable behaviour. d. The 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 explicitly what will happen if he or she does not stop. The 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. LEVELS OF DISCIPLINE DEVELOPMENT: The 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) Natural III) Supernatural I. Natural:
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1) Compulsive discipline: This is the lowest level of discipline imposed from the top down. It is external and rules by force. When the ruling force is removed, the only residue left is a feeling of resentment, not the establishment of permanent and proper habits of conducts. 2) Personal Discipline: This is discipline centered in the personality of the individual who administers it. The 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. 3) Social Discipline: This is discipline centered in the group as opposed to the individual. It is the discipline of democracy that is self-control exercised by the larger group through common consensus of group. II. Supernatural Discipline: This is discipline centered in God. He is the source of all authority, with the right to impose discipline. He is the source of power to the people and can left them up to the plane of the supernatural. Social discipline is founded in the low of man but supernatural discipline gives real meaning to Love thy neighborhood, for its discipline in keeping with all Christian virtues. It is not cruel or binding rather it is helpful, loving, neighborly guidance. Supernatural discipline helps the student to attain the Christian qualities of self-discipline moral selfcharacter, trained self-will. FUNCTIONS OF DISCIPLINE: 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 acquire 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: 1. Disciplinary procedures should be in harmony with the total goals of education. 2. Discipline should be based on and controlled by love and not by fear. 3. The discipline should be mainly positive and constructive. 4. Discipline should ensure equal justice for all, respect for the rights and dignity of the individual and humanitarian treatment for all. 5. Discipline is not an end. It is just a means for the successful implementation of the educational programme. 6. Disciplinary policies and procedures should be primarily preventive. Secondarily corrective and never retributive. 7. 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. 8. Discipline is something, which the teacher helps children to attain not something that a teacher maintains. 9. Make must disciplinary talks in private. 10. Definitely relate the act of misconduct to the out of otherwise it is not educative. Unless the correction. Be sure that the student understands the correction

correction contributes to the development of the student, it is not justified. 11. Avoid collective punishments such as punishing a whole class when only one or two individuals are capable. Such action will provide unnecessary resentment from the innocent members. 12. As for as possible do not let disciplinary measures with other educative opportunities. Avoid interfere

banishing a student from the classroom if possible where you fed isolation is needed try to let it be within the classroom. 13. Only 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. However do not hesitate to seek advice from other faculty members. 14. 15. Do not let disciplinary measures interfere with other Use deferred action in preference to immediate action. education opportunities.

DESIRABLE AND UNDESIRABLE MEANS OF DISCIPLINE I. GOOD OR DESIRABLE MEASURES: Personal conferences Suggestions Requirements that students do something definite about conduct. Deprivation of privileges. Use of honor and probation lists. Seat arrangement to remove students from the influence of others who cause trouble.

II. UNDESIRABLE MEASURES: I. Use of sarcasm: If the teacher underestimates a student it will hurt the feelings of the students. He may view the teacher as his enemy and will not take the advice of teacher. ii. Use of threat: Teachers and parents should consider the psychology of the students. Use of threat will not do any good to the student. If a mistake is done by the student, teacher or the parent must explain to the child what is his mistake should not be done and what is expects from him rather be than threatening the student. DISCIPLINE IN VARIOUS STAGES OF CHILD DEVELOPMENT: A. DISCIPLINE IN BABY HOOD (1-3 YEARS) The major 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 knowledge. During babyhood emphasis should be on the educational aspect of discipline. Reward babies with approval and affection when they do what is right rather than punishment when they do what is wrong. This 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. B. IN EARLY CHILDHOOD (3-6 YEARS) a. Authoritarian discipline: This is the traditional form of discipline. In this parents and other care takers establish rules and inform child that they are
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expected to abide by them. If children fail to conform to the rules, they are subjected to corporal punishment (slap, isolating children in their homes) often harsh and cruel, which is supported to act as a deterrent to future rule breaking. b. Permissive discipline: It developed as result against the authoritarian discipline. The philosophy behind this type of disciplinary technique was that children would learn from the consequences of their acts how to behave in a socially approved way. They are not taught rules they are not punished for will-full breaking or rules nor are they rewarded for behaving on a socially approved way. c. Democratic discipline: If emphasizes the rights of the child to know why rules are made and to have an opportunity to express their opinions if they believe a rule unfair, blind obedience is not expected even when children are very young. Instead of corporal punishment in democratic the misdeed. C. DISCIPLINE IN MIDDLE AND LATER CHILDHOOD (612Years) The middle and latter childhood years are also called school years. The 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. This is a major adjustment for the child. It can also be a major adjustment 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
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teachers opinions. My teacher says that this is right is very commonly heard from school children when they are at home. But the parents also become confused and sometimes angry. This is why close co-operation between the home and school parents and teachers is so important. D. DISCIPLINE IN ADULTHOOD (12-20 YRS) a. Aid in building a moral code: 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. b. Rewards: Rewards 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. However if they are to be effective rewards must be appropriate to the child age and level of development. c. Punishment: Like 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 expectations in the future. d. Consistency: Good discipline is always consistent what is right today is right tomorrow and the next day. A wrong act should receive the same punishment every time it is repeated and a right acts the same reward. iii. Use of forced apology:

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It is the teachers responsibility to make student understand his mistake instead of making the student apologies forcefully. Of 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. Use of a students misfortune or misdemeanor as an example for others. SPECIFIC DISCIPLINE There are no golden rules for the maintenance of discipline in class; each problem requires a separate analysis and set of responses as it occurs. The following measures suggested by CURZON should be found useful always provided that they are interpreted not in a mechanical way, but in accordance with the exigencies of specific classroom situations. The strategies involved in class control must always match context. 1. Ensure as far as possible that the classroom conditions appropriate to your lesson requirements have been prepared. Seating 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 breakdown. 2. Prepare your lesson thoroughly, pitch it at a suitable level so that an appropriate climate is established make sure that you do not depress class morale by demanding impossible standards. Ensure, similarly that students do not feel degraded by being asked to participate in trivial activities which obviously require minimum standards only. Students who are believe that their time is being wasted no matter
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MEASURES

TO

MAINTAIN

CLASSROOM

what the pretext are unlikely to approach their tasks in disciplined fashions. Provide opportunists for success in class. 3. Where the objective of a task is not immediately obvious, be prepared to explain its significance. If is difficult to maintain discipline when students are asked to engage in activities for incomprehensible ends. 4. Know your class. The teacher who is interested to learn the names of his students and so study their background is demonstrate an interest in those for whose instruction he is responsible. Teacher-student co-operate can be intensified in this way with a corresponding positive affect on problems of behavior in class. 5. Adopt an appropriate professional style in the classroom and keep to it. To be either too friendly or two remote is almost always to forfeit respect with marked effects on class discipline. 6. Watch very carefully for signs of trouble. Just 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. 7. Establish momentum at an early stage. Avoid over-long introduction to lessons to lessons and focus attention swiftly. Keep up a reasonable pause of class activity and involvement. Periods of inactivity can produce the boredom which spills over easily into indiscipline. 8. Do not confuse the trivial and the important. Over-reaction to a minor breach of a rule can be counter productive. Learn to assess swiftly the real significance of events in the class.
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9. Be seen as fair minded and impartial Favoritism of any kind conscious or unconscious bias and prejudice, will be interpreted by a class as an indication that fair consideration from the side of the teacher cannot always be expected. Students have a rudimentary but keen sense of justice which when outraged, often leads to a withdrawal of co-operation. 10. When you have to issue orders, do so firmly and unambiguously. Be sparing of commands. Command only when other means are inexplicable or have failed. But whenever you do command, command with decision and consistency (Spencer) 11. The reprimand is the most common form of primary reaction to misbehavior in the college. The teacher must know when and how to reprimand. Reprimands are based on over responses to verbal or non-verbal formal or informal. The precise form will be directed by the situation, the nature of the behavior and the effect desired by the teacher. 12. If you feel that you have to punish, ensure that the situation really demand it and that the consequences seem worth while. You must decide what constitutes misbehavior and when it requires punishment; your judgment on the necessity for punishment may vary from group to group of students to students, but it must be based consistently on principle. The decision to punish is in no sense a confession of failure. 13. Without hesitation consider the dismissal of a student who continuously threatens the maintenance of class

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control. Dismissal ought to be followed by discussion with the student and his family. 14. Follow up all important disciplinary matters. Analyze what initiated and precipitated the break down of discipline. Do not confuse symptom in the future whatever lessons you have learned from your situations of disciplinary problems. CAUSE OF INDISCIPLINE: 1. Loss of leadership by teacher : Future on the part of teachers to tack active part in the struggle for freedom sweeping criticism of the present system of education and of teachers, their inadequate salaries and the frustration caused by it, entry of unqualified 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 major factors which have led to their loss of leadership among the student community. 2. Growth of economic difficulties : In many cases pupils have to support themselves, partially or wholly throughout their school and college days. When such students compare their own conditions with those of a few well to do, they become rebels against the existing school order. 3. Defects in the existing system of education: The present system of education is indifferent to develop of character and sense of moral values among pupils. Pupils are judged by the final examination results. During the major part of the year, the energies are not properly utilized and they seek outlets in various kinds of activities, which are anti-social. 4. Absence of personal contact:
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Classes are often over crowd and there is no personal contact between the teachers and the taught. The individual needs of the students remain unattended too.

5. Undue emphasis on self-discipline: Two much talk of liberalism in the educational field has done more blame than good. Loud talks of self discipline and students government have led the students to believe that there are no rules for them to be obeyed. SUGGESTIONS FOR CONTROLING 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, 1. He has to maintain a balance between his concern for the individual and the welfare of the group and whatever corrective steps he takes about the misbehavior of an individual pupil is bound to have an impact on other people in the class. 2. Every 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 3. 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 4. The corrective of measures the should and be based upon understanding procedure student sound guidance

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5. Corrective measures and punishment should usually be administered impersonally, unemotionally objectively and privately 6. Predetermined fixed penalties should not be established because all forms of misbehavior cannot be anticipated 7. Corrective measures should fit the offence and the offender and the intent of the offender must always be takes into account 8. In using punishment, simple measures should be exhausted before resorting to severe ones. Corporal punishment, impulsion, suspension should be used only in extreme cases and with great care and caution 9. The teacher must consider whether the particular measures he is going to take will touch only the surface behaviour or correct the immediate situation or whether it will have a long range influence on the individual 10. Before 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 deeprooted factor in the classroom situation.

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