.                                                    Session Two

Objectives: Participants will:

(i)                 Identify the essential philosophical beliefs which must be embraced by stakeholders in instituting a discipline program.

(ii)               Select those beliefs which are critical to improving discipline at Arima West Government.

(iii)             Make recommendations concerning the most effective ways these critical beliefs can be communicated to stakeholders.

Definitions

Discipline

The origin and historical development (etymology) of the word 'discipline' are interesting. It comes from the early thirteenth century French word descepline, which itself is from a LatinWord disciplina meaning “instruction given to a disciple” from “discipulus” or pupil. This word discipulus comes from the word” discipere”, which means to grasp intellectually and analyze thoroughly.

The term discipline, depending on the context, can be defined as (a) a control or order exercised over people and a system of rules to exercise such control, (b) training or a way of life aimed at self control and conformity (c) punishment or control by training in obedience.

Philosophy

In our contextphilosophy will refer to a body of beliefs, arrived at through the use of reason or argument, about the nature of the discipline required at school.  

A broad based approach to the idea of discipline will embrace both ‘formative’ and ‘corrective’ aspects of discipline. Formative discipline will involve all those positive things done within the school. It focuses upon the things which are required to “disciple” children into well rounded citizens. These will include: the embrace of a common discipline philosophy, building relationships within the school, establishing home school relationships and building school community networks. Corrective discipline will entail those structures, collaborations, rules and consequences employed to deal with bad behaviour.

  Common Understanding: We live and practice what we believe.

General Beliefs

All children have dignity and worth, and must be treated as such.

• Many attitudes exhibited by children are learned behaviours, which are maintained or modified by positive or negative reinforcement.        
• Intrinsic motivation is superior to external enforcement of rules.
• Success leads to future success.

Specific philosophical beliefs

Boynton and Boynton (2007) list several ideals, which staff members should share:   

• Prevention is the most important part of school discipline.   

• Developing positive student relationships is the most important part of preventative discipline.   
• Chaos outside the classroom will enter the classroom.   
• The school climate is destroyed by a chaotic school environment.
• The collaboration of all stakeholders is imperative to creating an effective school discipline program.
• Supervision is everyone’s responsibility.
• While consequences are critical to a school discipline program, prevention is more important.
• The school must be proactive in teaching school expectations to students.
• It is important that the school acts proactively in communicating with parents about their children’s behaviour.
• Teachers must be empowered to deal with children’s disciplinary issues.
• There should be a balance between consequences, rewards and incentives.
• Discipline must never violate the dignity of and respect for students.
• Teachers’ disregard of the school rules undermines a discipline programme.

There are other basic principles, which form the basis of a discipline plan within a school.

• The chief aims and goals of discipline include maintaining and promoting a safe, orderly and productive environment, in which students exercise self control, driven by clear standards.  
• It is through discipline practices that children develop many social skills and moral reasoning.
• Children must be moved from compliance to community, in which they feel connected to each other and to the adults who care for them.

  QUESTIONS FOR DISCUSSION

A.    Discuss the suggested philosophical beliefs and identify those which you think are absolutely essential for stakeholders to embrace. Begin the statement with “We the stakeholders at Arima West Government Primary School believe….”

B.     Bearing in mind the peculiar context of Arima West Government, recommend realistic and workable strategies for “selling” the discipline philosophy to teachers, parents and other stakeholders.