Discipline in Schools
A current concern of the adult pop
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A current concern of the adult population of the United States is the need for discipline within the school system (Zern, 1989, p. 311). Teachers share this concern for the need for student discipline in the schools. In a survey of teachers conducted by the National Center for Educational Statistics (Bobbitt et al., 1991) ranked student discipline and making schools safer, top priorities for school districts. Today, children who have not been taught discipline are at risk for greater trouble than just a trip to the principal's office. The first of the four main factors which contributes to a child becoming delinquent and entering criminal activity is a lack of discipline (Fry et al., 1995, p. 2). It is much easier to teach discipline at a young age than when children reach adolescence. For these reasons it is important that discipline be actively taught in school during the elementary years. Webster's dictionary defines discipline as: 1: PUNISHMENT 2: INSTRUCTION 3: a subject that is taught: a field of study 4: Training that corrects, molds, or perfects the mental faculties or moral character 5a: control gained by enforcing obedience or order b: orderly or prescribed conduct or pattern of behavior c: SELF-CONTROL 6: a rule or system of rules governing conduct or activity. The first definition gives the common conception of discipline as punishment. All portions of the definition apply to elementary education. Discipline within the
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is reasonable to assume that children need to be exposed to a disciplined learning structure during these years.
Evidence of a Lack of Discipline
A study completed by David S. Zern (1991) attempts to quell the uproar over a lack of discipline in the elementary school classroom. He presents his findings in a manner which implies that most children are behaving most of the time. What his data revealed was that the average level of obedience for children while in school is 86.3 percent (Zern, 1991, p. 319). This means that the average child is disobedient 13.6 percent of the time. Only 51.9 percent were obedient at least 90 percent of the time. These children are losing up to 36 minutes of instructional time from inattention or disobedience is a six hour school day. Only 80 percent of the class on average behaves 80 percent of the time. These students miss may miss over an hour of instruction each day. Each time the teacher is forced to correct a student's behavior during class time the whole class looses instructional minutes. These statistics help explain the falling test scores; the students are receiving less instruction for each day spent in class. To combat all levels of misconduct by students in the classroom
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Approximate Word count = 2239
Approximate Pages = 9 (250 words per page)
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