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ERIC Number: ED250769
Record Type: RIE
Publication Date: 1984
Pages: 16
Abstractor: N/A
Reference Count: 0
Discipline in the Classroom.
Clegg, Roger
Documented effects of relaxed school disciplinary standards show the need for implementation of strict, consistent disciplinary measures. Poor school discipline endangers students and staff, contributes to teacher burnout, hinders student education, costs taxpayers, and encourages criminality both in and out of school. Students rights advocates and court decisions have protected the rights of disruptive students, failing to consider the rights of other children to learn in a disciplined, structured place. The result has been a loss of teacher authority and the inability of schools to respond to criminal activity with an appropriate degree of punishment--thus erasing distinctions between good and poor behavior. Stepped up security measures are not the answer. Studies have found that the best, virtually cost-free method of responding to the problem is a clear, systemwide commitment to constructive and firm treatment of discipline problems and a strong, dedicated principal who serves as a role model for both students and teachers. Such was the case in the transformation of George Washington Preparatory High School, in the Watts section of Los Angeles, California, from one of the worst schools in the Los Angeles area, in 1979, to a school with a safe environment where students eagerly accept the opportunity to concentrate on academic achievement, in 1984. Although the Reagan administration has undertaken a school discipline initiative, state and local jurisdictions must accept their responsibility to restore discipline to the public schools. (DCS)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Marshner, Connaught, Ed. A Blueprint for Education Reform. p59-73. For the complete document, see EA 017 236.