1. What is Discipline?
Discipline has always been an essential and difficult aspect of education for without discipline there can be no effective teaching (Dreikurs et.al.1998:80). The meaning of discipline and the techniques of dealing with misbehaviour have been modified throughout the preceding decades. Especially the consolidation of democracy has transformed the sense of discipline and methods that were regular and acceptable ten or twenty years ago are inadmissible nowadays. In order to select the discipline managing strategies that correspond to nowadays’ classroom, the signification of discipline should be comprehended.
The derivation of the word discipline is inseparably connected with education; it comes from the Latin word disculpus which means student and Latin disciplina refers to the way of treating students (Sulich 2004:33). Nowadays, several authors offer their interpretation of the term discipline: 1. Discipline is the practice of training people to obey rules and orders and punishing if they do not; the controlled behaviour or situation that results from this training. Discipline is the ability to control your behaviour or the way you live, work, etc. (Brown et.al. 2000:330) 2. On the one hand discipline is correcting inappropriate behaviour by external controls, but on the other hand discipline means developing internal controls over one’s own behaviour (Husen and Postlethwaite 1995). 3. Discipline is the kind of behaviour through which the child experiences acceptance by others and consequently greater acceptance of himself. The establishment of self-approval is the strongest form of control (Dreikurs et.al. 1998:81). 4. Discipline is teaching the child that there are certain rules in life that people live and that it is expected that the child will become accustomed to these rules and adopt them for his own. (Dreikurs et.al. 1998:85) 5. Discipline in the classroom is based on mutual respect of rights and duties of the teacher and students so that the aims of the lesson can be obtained. Discipline includes creating and keeping rules based on reciprocal understanding and tolerance and requires establishing limits that must not be transgressed (Sulich 2004:33) Almost all authors in suggest that discipline is establishing rules and obeying them. Husen and Postlethwaite (1995) and Brown et.al. (2000) stress the role of the teacher in introducing the rules and correcting the undesired behaviour. Sulich (2004) on the other hand emphasizes the respect between the teacher and the students thus suggesting the possibility of the teacher and the class establishing the rules together. Nevertheless, almost all of these authors include self-control in their interpretations of the term discipline. Self-control is the desired result of discipline achieved by following the rules. Some authors discuss the role of punishment in discipline. Punishment was a common discipline managing technique previously. Tileston (2004) explains that behaviour models of the past were based on a system of rewards and punishment which intended to change negative actions to positive and students were rewarded for appropriate behaviour and were punished for poor behaviour. Nowadays, punishment, especially corporal, may be considered even as violation of human rights. That is why now discipline should not be regarded as synonyms with punishment (Dreikurs et.al. 1998:81). Therefore, based on the above mentioned ideas of various authors, the author of this Paper has come to a conclusion that discipline is mutual respect between the teacher and the students that is developed by establishing rules and responsibilities and aims in developing own inner criteria for appropriate conduct and obeying this criteria.
2. Reasons for misbehaviour
A discipline problem is any action that impairs the cohesion of the lesson (Prodmorou and Clandfield 2006b) and can be caused by various...