Discipline Management Discipline management is root

Discipline management is rooted in an alternative way of thinking about school discipline policy. It advocates the establishment of a school environment that supports good student behavior and provides an organizational look at how to build good school discipline, based on actual experiences.

In essence, the philosophy of discipline management holds that punitive approaches, whether based on rewards or punishment, simply employ techniques to control student behavior which, as a result, produce little self-discipline and only short-term compliance. Accordingly, the philosophy of discipline management holds that discipline must be viewed as part of the larger learning system whose goal is to strive for long-term learning that produces mental and moral involvement.

Proponents of discipline management have stated that it has strong and lasting benefits. Indeed, Edens states that the use of discipline management can create an ideal learning environment in which coercion is absent, behavioral problems are reduced, children look forward to going to school, and students are more fully engaged in learning; moreover, Edens states that because of the positive benefits to students in terms of improved and less disruptive classroom behavior, teachers benefit in that they experience less stress. The purpose of this paper is to examine the literature on discipline management in order to determine the validity of claims of positive benefits for discipline ma

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ental Discipline Management System) on both teaching effectiveness and student achievement in special needs classrooms conducted by educators Ellsworth and Monahan. According to the authors the program was developed as a human centered, systems approach to education designed to help each child achieve self mastery and mastery of subjects and to help teachers feel the importance and dignity of working with children. The population for the study consisted of all certified Chapter One teachers and their assigned students in the primary grades of an inner city Arizona school district. Teachers received 15 hours of training in the program. The teachers in this inner-city district who chose to use the program in their second and third grade classes during the school year were the experimental group. The control group consisted of teachers who chose not to use the program. Student learning was assessed using the California Achievement Test as a pretest and a post-test administered to the children in each of the 31 classrooms. Findings of the study showed that students' levels of academic achievement in the classrooms using discipline management approaches significantly increased over that of the control group. Further, res

Category: Psychology - D