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ERIC Number: ED363562
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Fostering Student Discipline and Effort: Approaches Used in Chinese Schools.
Peng, Samuel S.
This paper explores the question of how and what a school can do to foster student discipline and effort. Personal experiences and observations are offered about the approaches and strategies used in schools and by parents in Taiwan, China to foster students' positive attitudes toward learning and school. This document focuses on the approaches that encourage students to study hard and to behave in a manner which allows teachers to devote most of their time to instructional activities rather than classroom discipline and management. The paper explains that Chinese society emphasizes education as a passport to or an insurance for a successful and happy life, particularly for those individuals with disadvantaged backgrounds. This emphasis has made the Chinese education system extremely competitive. As a result, Chinese children are constantly reminded by parents, teachers, and friends to study hard and to discipline themselves. Because of this, studying hard becomes a norm rather than an exception among school children in Chinese society. Even so, good self discipline and willingness to work hard do not come naturally to all students, and so, schools and parents must create environments that support this demand by making students conform to the social norm. Observations about the educational system and school practices in Taiwan include: (1) keep student life simple, (2) provide examples and guidance, (3) expand teachers' role, (4) keep classroom orderly, (5) test students frequently, and (6) have strong parental support. In addition to the cultural environment, students are constantly couched, herded, and sometimes forced to work hard. (DK)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan