School violence and ineffective disciplinary practices have become perennial problems in public schools (Devine, 1996). School violence, (inclusive of disrespect for authority and school procedures) fighting, gang-like behaviors, and bringing weapons or drugs to school, are catalysts to disciplinary actions. Studies indicate that nationwide as many as 8% of boys routinely carry guns to school and in 1997, 20% of high school students had carried a gun to school (Mercy & Rosenberg, 1998). These students’ behaviors have placed students, parents, teachers, administrators, and staff in constant fear. Students have impeded the educational process through severe behavior infractions warranting disciplinary responses. In an attempt to rectify the imbalances, the federal government proposed to spend $566 million on safe and drug-free schools during the 1999 fiscal year alone (Federal Assistance Monitor, 1998).
Schools use a wide variety of educational and noneducational approaches and practices to address violence. Many school-based violence prevention programs operate under the premise violence is a learned behavior. In general, practices focus on primary prevention; that is, they seek to prevent violence before it occurs. According to Curwin (2000), classrooms are laboratories of learning and each teacher should be involved in a school-wide program that includes: (a) implementing a school violence action plan, (b) addressing rule violators, (c) involving students as decision makers, and (d) meeting with gang leaders. Curwin points out if children are afraid because of school violence, they cannot learn, and if teachers are afraid, they cannot teach. Educators should keep in mind that for any school discipline program to work, everyone within the learning environment must participate. According to the late Al Shanker, former president of the American Federation of Teachers, “Unless you have order and civility, not much learning will go on” (School Discipline, 1999, ¶ 7)
Canter (1987) recommended a three-step cycle of behavior management to establish a positive discipline system. First, whenever teachers want students to follow certain directions, they must teach the specific behaviors. Next, teachers must use positive repetition to reinforce the students when they follow the directions. Finally, if a student is misbehaving after a teacher has taught specific policies and has used positive repetition, only then should the teacher use the negative consequences.
Parental support for teachers’ disciplinary efforts is equally important (Canter, 1984).
Many teachers become frustrated and give up when they do not receive support from the students’ parents. Canter suggested teachers need training in how to communicate effectively with parents and substitute teachers should also be trained in this discipline plan.
Assertive Discipline plans encourage teachers to develop individualized discipline plans for students with severe behavior problems and document chronic student misbehaviors. Canter (1995) stated,
In any class there may be several students for whom the general classroom plan does not work. Administrators should empower the teachers with skills they need to work successfully with difficult students and improve achievement, and Assertive
Discipline is the management system for successful teachers, students, and schools. (p. 77). The success of a school discipline program relies on a classroom in which students succeed and enjoy school. William Glasser developed a popular school discipline program addressing these needs. Glasser’s theory of discipline teaches students how to make effective choices.
By: Analyn D. Lugtu|Teacher III |Balanga Elementary School|Balanga City, Bataan
