School Discipline

Paper Summary:

In this research study, the writer discusses the issue of discipline. The writer points out that the research is based on the hypothesis that the problem is not with the children, but that it is with the method of discipline. The research then explores a new philosophy regarding discipline issues. The writer explains that the Love and Logic Institute has developed a method of discipline that is adaptable to a number of learners and their individual personalities. The writer relates that the literature review reveals that discipline systems that focus on punishing for negative behaviors are inadequate due to their lack of reinforcement for positive behaviors. The writer concludes that the Love and Logic program has many benefits in the relationships that it builds.


Outline:
Rationale
Hypothesis and Research Questions
Literature Review
Discipline in Schools
Discipline that Supports Instruction
Methodology
Discipline that Establishes and Fosters Positive Relationships
Works Cited

From the Paper:

"Unless the discipline method can be adjusted for each child, it is not likely to yield satisfactory results. Current discipline methods are a one size fits all approach where there are set punishments for certain sets of behaviors. The problem is that all children are not one size and what is a punishment for one may be a reward for another. Take for instance the child that is highly introverted and does not like to be in the classroom with the other children. In this case removing the child from classroom and isolating them would not be a punishment. Instead, removing the child from the rest of the class would be a reward and would be likely to increase the behavior rather than decrease it. "

Sample of Sources Used:

• Algozzine, B., Audette, R., Ellis, E., Marr, M., and White, R. (2001) Unified Discipline: A School-Wide Approach for Managing Problem Behavior. Intervention in School & Clinic. 37 (1): 3.
• Anthone, S., Dillon, C., Morrison, G., and Storino, M. (2001). An Examination of the Disciplinary Histories and the Individual and Educational Characteristics of Students Who Participate in an In-School Suspension Program. Education & Treatment of Children. 24 (3): 276.
• Arvantis, P., Atkins, M., Brown, C., Cunningham, T., Frazier, S., Jakobsons, L., Lambrecht, L., and McKay, M. (2002). Suspensions and Detentions in an Urban, Low-Income School: Punishment or Reward? Journal of Abnormal Child Psychology. 30 (4): 361.
• Benner, G., Currin, D., Epstein, M., Nelson, R., and Reid, R. (2002). The Convergent Validity of Office Discipline Referrals with the CBCL-TRF. Journal of Emotional and Behavioral Disorders. 10 (3): 181.
• Fay, J. 1996. What is Love and Logic? Love and Logic Institute Retrieved August 29, from http://www.loveandlogic.com/Pages/0100about.html.

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