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THE IMPACT OF POSITIVE DISCIPLINE IN THE LEARNING PROCESS
Abstract
Schools nowadays face many challenges of different natures. One of these challenges is also the relationship created between teachers and students in classrooms during their daily work. Creating positive relationships is seen as an important element to help students to be acceptable and successful in the school environment and in society. The purpose of this study is to examine the positive discipline that the teacher uses with the students in the classroom environment and the impact that this relationship has on the academic achievement. To achieve this goal, quantitative methods have been used. The sample included in the study is 400 pupils of fifth and sixth grades. These classes are chosen deliberately to understand the impact that has positive relationship among students belonging to primary and secondary education, because in the primary education system in Albania the pupils are in contact with few teachers whereas in the secondary education the pupils have contact with many teachers. From the analysis of the data were identified forms of positive and negative relations that the teacher uses in the classroom environment and it was found that the positive relationship positively affects the academic achievements of the students. It was also noted that positive discipline was more present in primary education while the forms of negative discipline are more present in secondary education. Consequently, it is suggested that teachers should create a positive climate of cooperation in the classroom by practising as many elements of positive discipline, because this relationship increases the level of student learning by influencing their education with values and positive principles for a healthier society.
Keywords: Relationships, teachers, pupils, positive discipline, learning, teaching.
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The study gives out 760 questionnaires which are 618 usable and the return rate of usable questionnaires is 81.3%. The collected data are analyzed by using frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, Scheff's method and Pearson's production-moment correlation. According to the result of this study, the conclusions are summarized as follow: 1) Teachers in junior high school who have master or doctoral degree and ages are 41 to 50 have better attitude of positive discipline. 2) Teachers in junior high school are under 30, both in teaching and administrative positions, less than five years seniorities, and have master or doctoral degree who have better class management effectiveness. 3) Teachers teach in remote junior high schools that students less 100 have better attitude of positive discipline and class management effectiveness. 4) Teachers' better attitude of positive discipline significant impact class management effectiveness. Index Terms—Teachers in junior high school, attitude of positive discipline, class management effectiveness.
Discussions on discipline in education often accentuate corporal punishment or measures to infuse moral fibre. In addition, many authors argue that inculcating a particular value system can promote discipline in schools. This could however be profoundly problematic in the light of the Constitution. We argue that positive discipline in multicultural school environments needs to be based in part on human rights values that are neither solely universally interpreted nor particularistically interpreted. We report on the data generated at a research workshop held as the final dissemination process of a four-year international research project entitled "Understanding human rights through different belief systems: intercultural and interreligious dialogue". Dialogue was chosen as a form of data gathering since it is more spontaneous than conventional questioning techniques and can thus generate more naturally occurring data to strengthen the outcomes of the project. It appears that some teachers believe discipline can only be maintained through the elevation of cultural values (particularism). We argue that schools should start negotiating, at the most basic level, the values, including emancipatory, human rights values, and cultural values, which could underpin positive discipline in multicultural schools. Drawing solely on cultural values is not only unlikely to solve the problem of discipline, but could also undermine the efforts to transform our diverse, democratic society.
The paper examined how secondary schools implemented a guidance and counseling strategy to maintain positive discipline. It adopted a qualitative approach and employed a case study design. Purposive sampling was used to select four secondary schools and participants that comprised two education officers, four school heads, four school counselors, twenty members of the disciplinary committee, forty prefects and four School Development Committee chairpersons. Data was collected using semi-structured interviews and focus group interviews, and analyzed thematically. The study established that guidance and counseling services were offered through lessons and counseling sessions, schools referred serious cases to experts for professional counseling, and secondary schools experienced challenges in implementing guidance and counseling. The paper concluded that pockets of good practices were evident in the implementation of the guidance and counseling. It recommends that the Ministry of Primary and Secondary Education should create a substantive post of a non-teaching school counselor in every school.
This study describes the 1st-year effects of a Schoolwide Positive Behavior Support on four schools in impoverished communities in rural west Texas. The authors present pre- and postdescriptive data that demonstrate the positive effect upon decreasing discipline referrals, lowering in school suspension rates, and reducing failure rates. The authors hypothesized that using a Schoolwide Positive Behavior Support system is used in rural impoverished schools can help mitigate the negative consequences children experience in communities with few mental health services, thereby increasing their academic engagement and success.
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