Discipline in School and at Home Essay

Some times, when people hear the words discipline, they picture kids g 1 wild. We did use gentle discipline. And in inform and fireside pull in to a calm, peaceful feel to it. We also had a lot of fun. A lot of the preparatory works down to follow where discipline was concerned. We have to use to teach care of self, care of the environment, control of movement, and grace and courtesy. The signified of order, ability to concentrate, and self-discipline gained from those activities made all our later life easier. It helps our life be more than polite to teachers and parents as well as to others.We believed in following God, respecting unrivalled another(prenominal), being responsible, and doing our best. We can use demonstrations to show them how to treat one another and even how to respect others property. We learn how to treat our toys, books, and learning materials with care. We studied religion and used many character-education lessons and books. Discussions about values we re common in our home. Current query demonstrates that quality relationships with adults and peers make a tremendous difference for young people.A palpate of connection or belonging is an important protective factor. Students who perceive a sense of connectedness or community at civilize and/or home are less likely to engage in risky behaviors (smoking, apply drugs, engaging in violence). They are also more likely to be successful academically. Young people who grow up in families that they perceive as both kind and firm are more likely to thrive. Positive Discipline teaches parents and teachers how to be kind and firm at the said(prenominal) time and how to draw a sense of connection from the youngsters they are involved with.The approach is neither permissive nor punitive. Positive Discipline is an effective way for parents, teachers and students to learn life skills and earn a sense of community and connectedness based on mutually respectful relationships. Even though we didnt follow a schedule rigidly, we have a schedule or rhythm for our days. more important, we have to the stability of parents and teachers who loved us and each other and spent a lot of time with us. Freedom within limits is a very important in our school and home.While freedom to follow our interests help us experience success and independence, the limits were highly important as well. We only enjoy the amount of freedom what we could handle responsibly. PROBLEMS pic Some basic statistics create a picture of the problem. More than 30% of gist school students report being victimized three or more times by peers over the course of one year. In a refresh of high school students nationwide, the Center for Disease Control found that 17. 4% of students had carried a weapon (e. g., a gun, knife, or club) on one or more days in the month preceding the survey.Male students (29. 3%) were significantly more likely than female students (6. 2%) to have carried a weapon. CDC 2001 data. 1 The same survey showed that 6. 6% of high school students had missed one or more days of school during the 30 days preceding the survey because they matt-up unsafe at school or on their way to or from school. (CDC) During the 12 months preceding the survey, 19% of high school students had seriously considered attempting suicide (14.8% had a specific plan).Female students (23. 6%) were significantly more likely than male students (14. 2%) to have considered attempting suicide. (CDC) Nearly one half (47. 1%) of students nationwide had consumed one or more drinks of alcohol on one or more of the 30 days preceding the survey (i. e. , current alcohol use). And 30% inform episodic heavy drinking in the month prior to the survey (5 or more drinks on one or more occasions). (CDC) 1CDC Youth watchfulness data available at CDC website http//www. cdc.gov/mmwr/preview/mmwrhtml/ss5104a1. htm pic.HOW TO SOLVE THE PROBLEM The techniques used in Positive Discipline have been shown to have a po sitive equal on schools. A withdraw of a school-wide implementation of classroom meetings in a lower income Sacramento elementary school over a four-year check showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and the teachers reported great improvement in classroom atmosphere, behavior, attitudes and academic performance.(Platt, 1979) A study of a parent and teacher education program directed at parents and teachers of students with maladaptive behavior apply the tools used in Positive Discipline, showed a statistically significant improvement in the behavior of the students in the program schools when compared to the control schools. (Nelsen, 1979). Smaller studies examining the impacts of specific Positive Discipline tools have also shown positive results. (Browning 2000, monkey around 1999, Esquivel). At Home The young persons sense of connectedness with his or her family is associated with positive outcomes.A na tional study of 12,000 adolescents showed that a sense of connectedness with their family was protective against every health risk behavior except history of pregnancy. (Resnick et. al. 1997) The questions asked of the teens in this large study included whether or not the teen mat wanted or loved by family members, whether they perceived caring by their mother or father, how many activities they engaged in with either parent in the previous week, and enate presence during different times of the day. b) At School.A young persons sense of connectedness with school or sense of community in school is associated with positive social and academic outcomes. As above, there is a strong correlation with a students wisdom of being connected and the sense of community with academic and social well being. This has been examined by numerous researchers. Resnick, et. al. (1997) asked students questions such as Do you feel that teachers treat students fairly? Are you close to people at your s chool? Do you feel part of your school? He found that a sense of connectedness to school was protective against health risk behaviors. These findings are consistent with those of Goodenow (1993) who found a relationship between the students sense of belonging and their academic achievement and motivation. CONCLUSSION This was probably one of the most important parts of disciplinary approach. We respected our teachers and parents. Teachers and parents also respect their students and child with their opinions. As we grow older, we should be more decision-making responsibility.We felt respected and didnt have a need to rebel because we know we would consider our responsible, well-thought-out ideas. For example, when I was in third grade or so, I had the choice of how to handle my schoolwork before a week-long trip during the school year. I decided to do two weeks-worth of work in one week, working day and evening to give myself a week off during my trip. When there was a behavioral problem, we often used logical consequences. Even though we had a schedule, we didnt follow the clock exactly. Our schedule is more assignment or project based.If we procrastinated in completing our work for the day, the logical consequence was that our school day lasted longer until our assignments were finished. The interventions included using class meetings, a constructivist curriculum, a focus on meaningful work and team building. In schools that successfully utilise the program the sense of community increased. More interesting perhaps was that examined individually, students with a higher sense of community were found to accept the established norms of the school, whatever those were.In longitudinal studies the researchers found that students coming from schools that had implemented the program to increase a sense of community and work for higher- level thinking, did better than their classmates from comparison schools when they arrived at middle. There is some evidence that a sense of community among staff members may be an important precursor to the development of a sense of community among students. (Royal and Rossi, 1997) Not surprisingly, modeling appropriate relationships among the adults seems to support students in developing appropriate interpersonal relationships.Teachers sense of community is also related to their job satisfaction and effectiveness. There are many, many studies (not individually cited here) that show that parental involvement is related to school success. Interestingly, when more closely examined, authoritative parenting is strongly related to parental school involvement and academic encouragement, both of which are associated with school success. The positive impact of school involvement is significantly less if the parent does not also have a kind and firm parenting style.