Essential Elements of a Good Discipline Model

What are the essential elements of an adequate discipline model?

An adequate discipline model is one which optimises the circumstances in which teaching and learning occur. This is a highly individual matter and no particular model will fit every situation.
In addition, the discipline model chosen by the teacher will ideally be compatible with his/ her own convictions and with the educational philosophy espoused by the school.

The element which is of vital significance is the creation of positive student-teacher relationships. This is the lasting and invaluable contribution of William Glasser and the foundation upon which all other methods, agreements and techniques rise and fall.
A teacher must be able to draw upon a wide range of discipline techniques ranging from the use of behaviour modification to positive behaviour leadership, depending on what the particular situation calls for. The goal should always be, however long the path, leading the individual to a position of authentic self-responsibility.

It is of vital importance that the teacher has a sound understanding of the psychological theories upon which the various discipline techniques are based and is engaging with the students in a pre-emptive way to avoid problems arising. In the article: “Teachers Make a Difference”, (1) John Hattie highlights the practice of expert teachers in terms of being ‘effective scanners of classroom behaviour’ and being able to ‘anticipate and prevent disturbances from occurring’. Hattie also concurs with Glasser’s view on relationships: ‘respect them as learners and people, and demonstrate care and commitment for them’.

This implies an inner approach of connectedness, of working together. On this basis, guidelines for responsible behaviour can be established openly with the students. The aim of such guidelines is to nurture a sense of belonging, as highlighted by Dreikurs, and to establish a clear framework in which meaningful learning can take place.

Such discipline models must be complemented by competent and enthusiastic teaching. This in itself creates students who are engaged and inspired, responding to a voice of inner authority: In the book ‘Teachers who Change Lives’, (2) Leslie Devereaux describes such an optimal learning situation:

“He was the kind of man who could hold the class’s attention. He took himself seriously in the sense that he took the act of living seriously and I think his authority came from that -I don’t remember him foisting anything on us, but his love of things kept spilling out, his passions…”

These essential elements of a good discipline model culminate in the experience expressed in the words of William Glasser: “Education is the process in which we discover that learning adds quality to our lives.”




(1)Hattie,John: Teachers Make a Difference: What is the Research Evidence? University of Auckland 2003



(2)
Metcalfe,A and Game,A Teachers who Change Lives 2006 Melbourne University Press, Melbourne