A Personal Philosophy of Discipline
I am a nutrition educator and extension agent with the Texas Agricultural Extension Service, and in this capacity I teach basic nutrition to informal groups of youth in schools, agencies, and other settings. In order for this work to be effective, it has been necessary for me to develop a workable philosophy of discipline that serves me and my students well as we accomplish the learning tasks. It is the purpose of this paper to present a philosophy statement, discuss discipline practices and supporting information according to this philosophy, and conclude with a brief summary of my personal discipline philosophy.
Although many of my own ideas and beliefs have become incorporated into a philosophy that is uniquely my own, two pieces of writing have greatly influenced my thinking in this area--Discipline: Toward Positive Student Behavior by Kevin Swick and The Quality School: Managing Students Without Coercion by William Glasser, M.D. These two works have greatly assisted me in the process of forging a personal strategy of discipline that works well in carrying out my basic nutrition curriculum.
My philosophy regarding discipline in the classroom is based upon guiding my own behavior and that of the students without coercion in an emotional atmosphere of warmth and concern. It is an educational experience involving quality work and self-responsibility that enables the students to discover that education is the most powerful tool available to them to improve the quality of their lives. My role in this interaction is to facilitate, direct, and support the students through the educational process.
With this type of teaching and discipline philosophy, my methods of communication with the students involve talking and listening. These simple interactions are always two-way. They may be brief because I do the best I can to set an atmosphere of caring so that the students understand that...