Traditional School Discipline

• Approaches to school discipline are based on punitive and exclusionary policies originating from the early 1900s when public education was designed for the academically inclined.
• Traditionally, teachers had unquestioned authority, but today, students often challenge this authority.
• Schools have a history of exclusion, using discipline policies to eliminate students perceived as less able, motivated, or well-behaved.

Traditional Discipline

• Discipline is commonly defined by educators as "punishment for rule-breaking behavior."
• Schools often have lists of rules and a series of punishments for those who break them.
• Punitive discipline can be harmful, focusing on negative actions, not teaching positive behaviors, and damaging relationships.
• It can also impede leaning and lead to students dropping out.
• Some educators support punitive policies for removing disruptions to their teaching.
• It is assumed punishment will deter problem behavior.
• Punishments may offer short-term relief to the punisher but do not have a lasting effect on the punished.
• Exclusionary approaches contradict the school mission to help all students reach their potential.
• Punitive policies often fail the students they target.
• There is a question of whether to exclude students with social, emotional, and behavioral needs from an environment where they can learn vital skills and behaviors.

Discipline as Teaching

• Attitudes toward discipline must change to ensure inclusive learning environments.
• Discipline should focus on preventing misconduct, through training and instruction that promotes proper conduct.
• Discipline involves helping students understand why they should act in certain ways.
• Many discipline problems stem from a skill deficit, where students lack pro-social behaviors needed for school success.
• Teaching students how to be successful and behave responsibly is essential, based on the idea that social behavior is learned and teachable.
• Students can be taught socially acceptable behaviors like any academic subject.
• Direct instruction, practice, encouragement, and correction can be used to teach social behaviors.
• Complex or chronic behavior problems may require specialized interventions or intensive teaching.
• Misbehavior should be viewed as a chance to teach alternative, appropriate behaviors.
• Educators should remain objective and focus on teaching out of care rather than reacting with anger or defensiveness.
• The goal is to teach and maintain high standards for student behavior, keeping all students in school to learn needed skills.
• Schools can then fulfill their mission of helping students achieve their potential.

Social Competence

• Social development has more impact than cognitive development on success in school and society.
• Social deficits are linked to difficulties in employment, military service, the legal system, and mental health.
• Since social competence is vital for lifelong success, it should be a priority in schools and for resources.

Explore traditional approaches to school discipline rooted in punitive and exclusionary policies. Understand how these methods, focusing on punishment for rule-breaking, can be harmful and impede learning. Discover the historical context and impact of these disciplinary practices.