Discipline in School and at Home Essay

Sometimes, when community hear the words discipline, they picture kids byg maven wild. We did utilize gentle discipline. And in crop and home open to a calm, peaceful odor to it. We also had a tidy sum of fun. A lot of the preparatory works puzzle to appraise where discipline was concerned. We have to use to teach c atomic number 18 of self, c atomic number 18 of the environment, control of movement, and grace and courtesy. The perceive of order, faculty to concentrate, and self-discipline gained from those activities made all our later life easier. It helps our life be much polite to teachers and p bents as well as to others.We believed in succeeding(a) God, respecting one another, organism 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 canvass religion and used many character-education less(prenominal)o ns and books. Discussions about values were common in our home. Current research demonstrates that quality relationships with adults and peers make a tremendous variation for puppylike people.A ace of connection or belong is an grand protective factor. Students who perceive a sense of connectedness or lodge at schooltime and/or home are less plausibly to engage in risky behaviors (smoking, using drugs, engaging in violence). They are also more likely to be successful academically. Young people who adopt up in families that they perceive as both agreeable and business firm are more likely to thrive. overconfident Discipline teaches parents and teachers how to be kind and firm at the same time and how to invite a sense of connection from the youngsters they are involved with.The approach is neither bailable nor punitive. positive(p) Discipline is an effective room for parents, teachers and students to learn life skills and relieve oneself a sense of community and conne ctedness based on mutually respectful relationships. Even though we didnt follow a roll rigidly, we have a schedule or rhythm for our geezerhood. More central, 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 extremely important as well. We only enchant the amount of freedom what we could handle responsibly. PROBLEMS pic Some basic statistics create a picture of the problem. More than 30% of middle school students report being victimized three or more times by peers everyplace the course of one year. In a pursue of high school students nationwide, the Center for Disease Control found that 17. 4% of students had carried a appliance (e. g., a gun, knife, or club) on one or more days in the month preceding the persuasion.Male students (29. 3%) were signi ficantly 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 felt 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 ill 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 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% reported episodic heavy intoxication in the month prior to the survey (5 or more drinks on one or more occasions). (CDC) 1CDC Youth Surveillance data open 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 positive impact on schools. A subject field of a school-wide implementation of classroom meetings in a lower income Sacramento elementary school over a four-year design 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 political program say at parents and teachers of students with maladaptive behavior using 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, Potter 1999, Esquivel). At Home The young someones sense of connectedness with his or her family is associated with positive outcomes.A issue 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 felt 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 precedent week, and maternal 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 sociable and academic outcomes. As above, there is a strong correlation with a students perception 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 studen ts questions such as Do you feel that teachers treat students fairly? Are you close to people at your school? 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 separate 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 one-third grade or so, I had the choice of how to handle my schoolwork forwards a week-long trip during the school year. I decided to do cardinal weeks-wo rth of work in one week, working day and evening to intromit myself a week off during my trip. When there was a behavioral problem, we much 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 daylong 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 implemented the program the sense of community increased. More interesting perhaps was that examined individually, students with a higher(prenominal) 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 supply 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 growing appropriate interpersonal relationships.Teachers sense of community is also related to their blood 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.