B.Ed Correspondence (Second Year) Batch (1/2022) Title- Disciplinary Theories and Implication Department- Educational Theory and Management College- Hpa-an Education Degree College Date – 17.5.2023 Disciplinary Theories and Implications Introduction It is legitimate to say that without good discipline, education ideals, cannot be achieved. Only when good discipline is obtained, can the purpose of education be fully served. Therefore, it is incumbent on us to log a very good information of good discipline. That foundation is deeply embedded in the programme and life of the school. A well housed school with a well fought educational programme adapted to its pupils has the baste attributes that can contribute the good discipline. In laying the foundation of good discipline, we should be fullyaquainted with both theoretical and practical aspects of discipline. Therefore, in this lecture, we deal with the meaning of discipline, Paget Disciplinary stages, Kohlberg stages of Moral Development and correcting misbehaviors. The meaning of Discipline Discipline generally refers to correcting and directing children toward acceptable behaviour. Other concepts of discipline have to do with getting children to obey, do what they are told to do, and "listen” to whoever is giving instructions. This is a somewhat negative view of discipline that focus on control rather than on helping children build positive behaviours. The goal of most parents and teachers is to have children behave in socially acceptable and appropriate ways. Since this goal is never really fully achieved, we should view guidance as a process of learning by doing. A child cannot learn to discipline himself by being told to sit and behave. Just as no one learns to ride a bicycle by reading a book on the subject, children do not learn to discipline themselves by being told. Marie Montessori often remarked that discipline is not telling. Children must be shown and taught through precept and example. Children need encouragement and opportunities to practice self-discipline. Another view is that discipline should help children become self-guided and regulating so that they can control their behaviour and become independent. In this view, discipline is a process of guiding behaviour. The role of teachers and parents is to guide children toward developing selfcontrol, encouraging them to be independent, meeting their intellectual and emotional needs, establishing expectations for them, organizing appropriate behaviours and arranging environments for self-discipline and when necessary, changing their own behaviour. Piaget’s disciplinary stages Piaget (1932) questioned a number of children about the origins of rules and their characteristics. Their responses suggested the existence of three stage The first last until the age of 3 and is characterized by no understanding of rule which is reflected in their behaviour as well. This initial stage is followed by a longer period during which children believe that rules emanate from someexternal source (such as God); rules are timeless and permanent; and above all, children should not take it upon themselves to change them. This stage corresponds to the period in children's lives when their actual behaviour is characterized by constantly changing rules. During the next stage of their actual behaviour, they do not change rules but gradually come to accept that rules are made by people and that they can be changed by mutual consent. Note the clear contradiction between their beliefs and their overt behavior. Several other systematic investigations of the development of morality generally support Piaget's observation. Among these, the best known is probably Kotberg's investigation. Both Kohlberg and Piaget describe the evolution of morality as progressing from a simple, egocentric, highly unstable stage to a period of mutual cooperation, and finally to a stage in which the legal aspects of miles come to be understood more clearly and are conformed with religious devotion. Disciplinary techniques The following table outlines stages of moral development in relation to disciplinary methods. The table includes examples of what can be considered to be positive disciplinary techniques versus negative disciplinary techniques within each stage. STAGE I POSITIVE NEGATIVE Use of physical means to - Placing a out-of-control require Punching, kicking, and compliance. child in a time-out room. breaking bones to teach the Obedience because of unequal Holding the arms of a child in child a lesson. Locking a child power. Generally effective the only in short-term. middle of a temper in a dark closet. Punching the tantrum. child with fists. - Walking up to a child, standing over him or her. Making eye contact. Nonverbally indicating that the behavior is unacceptable. STAGE II - Use POSITIVE of NEGATIVE materialistic - Use of Skinnerian positive - Exclusive use of aversive consequences such as rewards reinforcers such f as a token conditioning. - Exclusive use or withdrawal of privileges for economy. of negative acceptable or unacceptable - A balance between - positive (withholding behavior. - Generally reinforcers and reinforcers food or negative restricting rations, e.g. bread effectivein the short run while reinforcers (withdrawing and water, use of criticism, the reinforcers are in effect privilege). sarcasm). - Predominant use (either positive or negative). of negative verbal statements. - Selective positive reinforcers. - Positive teacher comments exceeding negative by 2:1. - Positive reminders and cues on classroom rules. STAGE-III POSITIVE NEGATIVE - Use of social group (peer and - Setting classroom rules with - Turning the class members adult pressure) to promote group participation. individual conformity into a collective to scapegoat to - Running classroom meetings an individual child. group norms and classroom to discuss general effects of rules. misbehavior. - Concern for feelings of the group. Use of - Using the group to shame or positive peer shun a pupil publicly. pressure. - Can be highly effective - for - Rewarding the group as a - Using a group to make significant time periods as whole to promote cooperative individual pupils feel like long as the individual remains learning. in the group. - Promoting outcasts (making a pupil sit in group a "dunce chair"; standing the cohesiveness: "Our class - our child in the wastebasket and team - our group." - Cooperative materials. Using I-messages. having others throw trash in, learning etc.). STAGE IV POSITIVE NEGATIVE - Governance and sanctions - Careful observance by both according to legal standards. Excessive adults and other pupils of each individual person's individual rights. reliance on competition for grades. - Individual responsibility and choice are stressed. - Clear understanding of Exclusive stress on individual reasons for school laws. - Inner direction achievement. and for grading. - Can be highly effective over long time periods. Narrow interpretation of laws and individual decision making - A point and contract system rules toward rules and laws. – and consequences known to all for misbehavior. - Teaching children selfmanagement skills, such as self-directed behavior modification. -Assertiveness training regard principles behind them. Understandable reasonable without to STAGE V POSITIVE NEGATIVE · Governance and sanctions based on general democratic principles: fairness, equity, toleration, freedom of thought, and the like. - Rules and laws developed democratically by open participation of adults and pupils. Sanctions imposed by student and teacher councils. - Due process followed. Town meeting procedures; each person has one vote. - Individual autonomy and responsibility to the group stressed. - Interdependence a focus. Only appropriate for secondary-age or older students. Kohlberg’s levels of morality Level I Pre conventional Stage 1: Punishment and Moral Judgment Punishment obedience orientation Stage 2: Naive Instrumental Act hedonism motivated by its hedonistic consequences for the actor. Level II Conventional Stage 3: "Good-boy, nice girl" Reactions of others and the morality effects of the act on social relationships become important. Stage 4: orientation Law-and-order Institutions, law, duty, honor, and guilt motivate behavior. Level III Post conventional Stage 5: Morality of social Democratic laws guarantee contact individual rights; contracts are mutually beneficial. Stage 6: Universal ethical Conscience is individual. Laws are socially useful but not sacrosanct. Stage of Reasoning about Discipline and General Age Levels The following table provides a guideline for choice and expectation. Remember that there is individual variation within any class, yet in general, the class as a group will function at these levels. Also remember that even though the children cluster at a particular level, there is the plus one concept. There are capable of understanding and being attracted to a slightly more complex level of discipline (e.g., preschool class uses level II rather level I.) Age Predominant Reasoning Next Model Stage up Level Preschool I I (II) I (II) II II (III) III III (IV) IV-V 3-4 years Kindergarten to Grade 3 Elementary Grades 4-8 Grades 9 Through 12 With the stage characteristics in mind, it is possible to organize classroom strategies based on the following four questions: (1) Who makes the rules? (2) Who keeps the rules? (3) How are the rules and forced? (4) Why do students obey the rules? Predominant Stage of Pupil’s Reasoning and Approaches to Discipline Stage I Stage II 1. Who makes the Teacher Teacher Stage III Stage IV Stage V Teacher and Teacher and Pupils and Pupils Pupils Teacher Teacher and Pupils and Pupils and rules? 2. Who keeps the Teacher Teacher Pupils Teacher Teacher 3. How are Physical Concrete Group Pupils Town the rules Methods rewards Discussions Monitor own meetings and and Class "contracts" student- rules? enforced? Meeting controlled discipline committees 4. Why do Out of fear of To gain some To being to To develop Out of an students punishment1| materialistic the class as a individual understanding obey the or to seek rewards or to group (social responsibility of principles rules? physical avoid losing conformity) or to avoid an of justice and approval rewards or to avoid identity only the meaning of being as a member a democratic isolated of a group community of rights and responsibilities Correcting the Misbehaviour Teachers have to draw up programmes to maintain discipline and implement them. However, it is still necessary to prescribe the disciplinary rules concerning the development of physical, intellectual, social and moral strengths of students. Despite these rules, disciplinary troubles will occur, causing a great disturbance to the teaching learning situation. In that disturbed situation, we have to employ the various corrective techniques. Corrective measures can be classified as correction of students, correction of school environment and correction of the environment outside the school. Correction of Students Teachers must have penetrating insight into the disciplinary problems and complete information about it should devise useful techniques such as teacher- pupil discussion, parentteacher discussion, checklist for self-evaluation, use of rewards and punishment. Rewards are of two kinds; material reward and verbal reward. The use of a suitable form of reward can stimulate effort. Everyone needs/experiences of success, and likes to be praised for his achievement. There are many forms of punishment. For several reasons, there are occasions in the experience of every teacher when some form of correction is necessary. Teachers must know the techniques of correction. At the same time, we must be aware of the fact that what is desirable under certain circumstances may be undesirable under other circumstances. However, some disciplinary measures may be generally considered good, and others are of doubtful propriety at any time. (1) Desirable techniques: These measures are personal conferences, suggestions, requesting student to do something good, depriving of privileges, giving students specific responsibilities, changing seats, and sending from class with a definite work to do-followed by conferences with parents and students. (2) Less desirable techniques: They may be effective under some circumstances. Demerits, assigning tasks, sending student to the headmaster, deprivation of class privileges, reproof before class, deferred penalty. (3) Undesirable techniques: They include sarcasm, making threats, force apology and punishment of group for offence of a few. (3) Undesirable techniques: They include sarcasm, making threats, force apology and punishment of group for offence of a few. (4) Inexcusable techniques: - They are negative in effectiveness. They include ridicule or rebuke, scolding, personal indignities such as calling names, pointing out personal weakness or defects, using humiliating remarks and corporal punishment. Correction of school environment Students are to be encouraged to participate actively in the activities of the association under school council, according to their ability, capacity and propensity. School environment must be conducive to their all-round development. Correction of the environment outside the school This form of correction emphasizes the value of writing home for discussion, suggesting very good method of controlling their sons and daughters, encouraging them to become members of the service-giving associations in the community. Conclusion A theory of discipline, derived from Dewey's theory of growth and of inquiry, provides the following guiding principles for classroom management. As they are tried and tested in classrooms, a scientific morality of logically determined values should be advanced.
