NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED272630
Record Type: RIE
Publication Date: 1985
Pages: 7
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Constructive Discipline.
Mayer, G. Roy
Excellence through Equity, v2 n1 p26-31 Fall 1985
As complaints about the lack of discipline in schools increase, more educators are turning to student conduct codes as one component of a discipline program. In setting up an effective conduct code, the top priority should be clear communication of rules. To ensure this, all relevant parties--administrators, teachers, parents, and students--should be represented when schoolwide rules are being developed. At the classroom level, teachers and students should work together to create a code consisting of no more than five or six rules consistent with schoolwide policies. Behaviors can be dealt with in three ways: (1) reinforced; (2) dealt with using constructive alternatives to punishment; or (3) punished. Rules are not followed unless consequences are applied for complying with them and for violating them. However, if too many behaviors have punitive consequences, the punishment loses its effectiveness. At the same time, tangible reinforcements for rule-following behavior should be gradually phased out--so that such behavior will become a habit not dependent on reward. Selection of the actual consequences of bad behavior to be used in the classroom should involve student input and administrative approval, and must allow for individual student differences and promote equity. The discipline program should be reviewed and revised as necessary each year. (KH)
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: California State Univ., Los Angeles.