Disciplinary Methods

Paper Summary:

This paper explores what triggers students to misbehave in class and attempts to find a solution for the misbehavior. The paper discusses the importance of correct discipline of a child and explains the methods of disciplining in the right way. The paper stresses that many of the behavioral problems of children come not from the children deliberately attempting to cause problems, but from a lack of discipline on the part of the teachers, parents and other caregivers.

From the Paper:

"There are many things that children do that can be considered delinquent behavior, and some of the most common ones are talking back to parents, not respecting the property or rights of other individuals, refusing to do chores or do what a parent has asked, and throwing temper tantrums or other types of fits to get their way (Loeber, Green, Keenan, & Lahey, 1995). This delinquent behavior needs to be prevented if possible and curtailed quickly if prevention is not an option. However, many parents and teachers do not understand how to do this correctly. Some of the reasons that they do not understand how to do this correctly is because they often do not understand the causes of this behavior and what underlying problems may be present (Loeber, Green, Keenan, & Lahey, 1995)."

Sample of Sources Used:

• Infantino, Josephine, Little, Emma (2005). Educational Psychology; Students perception of classroom behaviour problems and the effectiveness of different disciplinary methods, 25(5), 491-508.
• Loeber R, Green SM, Keenan K, Lahey BB (1995), Which boys will fare worse? Early predictors of the onset of conduct disorder in a six-year longitudinal study. Journal of the American Academy of Child and Adolescent Psychiatry 34, 499-509.
• Luisell, James K, Putnam, Robert R, Handler, Marcie W., Feinberg, Adam B, (2005). Whole-school positive behaviour support effects on student discipline problems and academic performance, 25(2/3), 183-198.
• Mueller, Michael M. Sterling-Turner, Heather E., Moore, James W. (2005) towards developing a classroom-based functional analysis condition to assess escape-to-attention as a variable maintaining problem behavior. School Psychology review, 34, 3, 425-431.
• Rabin, David L., Murray, Desiree W., Schmid, L., Malone, Patrick S. (2004). An exploration of the Relationship between Ethnicity, attention problems, and academic achievement, 4, 498-509.

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