The Concept of Discipline and Discipline Models in Schools

School discipline generally refers to the rules and strategies implemented in school to encourage self-discipline in student behavior and institutional functioning to maintain and improve. On the other hand, the concept of discipline is also used to describe the punishment that is the result of the violation of these rules. Discipline in school life is extremely important as it lays the foundations for students' success and quality of life in their later life. Discipline is an important factor that helps students achieve good academic performance at school and maintains order in the classroom and throughout the school, but it is also a transferable skill in life and brings many virtues such as focus, fulfillment of responsibilities in professional career and private life, and stability. can bring.

Schools all over the world require their students to follow certain rules. The behavior expected of students is influenced by cultural norms about how young people treat adults. Explaining these social rules to students and expecting them to obey the rules gives better results than applications based on pressure and coercion.

Disciplinary practices in our schools are mostly carried out with the understanding of "formal discipline", and this shows a feature that increases the problems and even creates problems rather than helping to correct the behaviors contrary to the discipline caused by the adaptation problems of the students. The aim of the discipline in the modern education system is to manage the individual himself in accordance with the values ​​and rules adopted by the society in behavior and human relations. Within this approach, disciplinary practices in schools have gained a quality that reveals the underlying causes of maladaptive behaviors in children or young people, and investigates the appropriate and effective measures to be taken to correct and prevent them. Without taking these measures, it is often impossible to maintain order and discipline at school with only criminal approaches. In this direction, the understanding of discipline we use in schools should be handled as a persuasive internalization rather than putting pressure on the child, and should be a pointer to the truth.

However, the discipline applied in schools is not just a list of rules to be followed, nor is it just a way of providing a certain behavior by giving orders, punishments or rewards. While the school should overcome the adaptation difficulties of the students, in some cases it increases these difficulties. In addition to the development and personality characteristics of the adolescence period, inappropriate teacher attitudes are also effective in the emergence of disciplinary problems, especially in secondary education institutions. For example, in the classrooms of teachers with an overly authoritarian attitude, some students may tend to reveal themselves in this way, just by undermining the teacher's authority. On the contrary, in classes with extremely weak authority, a chaos caused by irregularity may prevail.

The teacher, who has a balanced attitude about authoritarianism, should help and support the student, especially during adolescence, when physical and psychological changes are experienced. He must make his students adopt that the rules are valid for everyone and that these rules are a necessity of living together and acting justly. Adolescent students may become more inclined to exhibit negative behavior in an environment where there is no prerequisite empathy and tolerance. It is known that some student behaviors that can be considered as "disciplinary events" in schools actually originate from the characteristics of the adolescence period mentioned above.

Possible causes of discipline problems in the classroom

In addition to the reasons listed above, some common causes of discipline problems in the classroom include problems at home (for example, when a student is experiencing an emotionally turbulent time at home) and learning difficulties that can cause a lack of focus. Although both reasons do not directly cause the student to exhibit negative behavior voluntarily, they indirectly shape the way the student reveals the problems in his inner world. In addition, disciplinary problems are more likely to arise in a classroom where the authority vacuum is intense and there is a lack of clear communication about rules and the consequences of breaking them.

Three types of disciplines used in the literature are emphasized as follows; preventive, supportive and restorative discipline.

PREVENTIVE discipline is about creating guidelines and classroom rules that clearly set expectations for behavior in the first days of class to proactively prevent potential negative situations.

SUPPORTIVE discipline occurs in the event of a violation. It is usually a verbal warning or a suggestion to correct negative behavior.

REPAIRING discipline comes into play when a negative behavior cannot be resolved after repeated attempts with a supportive discipline approach. It mostly refers to the consequences that occur after a violation.

Being concerned with the causes of students' behavior rather than the consequences of students' behavior in schools is an important factor in preventing negative behavior from being "presented". This stands out as an argument that reveals the contribution of the preventive discipline process. In this process, interviews, well-planned presentations and sharing by teachers and guidance specialists with students, both individually and in small groups, can be of vital importance in the development of positive behavior of the student.

Supportive discipline is based on individual discussion with the student, feedback in case of violation of the rules. For example, if a student does not follow an established classroom rule, the teacher may offer a verbal warning or a suggestion to correct the behavior. Supportive discipline differs from punishment in that it provides the student with suggestions and options to correct a behavior without consequences. For example, if a student is still walking around the classroom after the lesson has come to start and the teacher has made it clear, the teacher will say, “I announced it's time to sit down. Find your place and let's get started”. On the other hand; "I'll have to catch you after class." The student is given the option to accept or avoid further punishment. Behavior is redirected through a teacher's supportive discipline strategy. Reminders, direction, and nonverbal communication are examples of supportive discipline.

Restorative/corrective discipline, on the other hand, is the process by which the teacher or school administrator selects a corrective discipline strategy when a student fails to direct his behavior after repeated attempts at the supportive discipline. Corrective discipline refers to a set of consequences given to students following a violation. There is a wide variety of corrective discipline strategies, some more effective than others. For example, having a verbal argument with a student is a corrective discipline technique, but it can escalate an existing negative situation and undermine your authority as a teacher and leader. In addition, corrective discipline strategies must be adapted to the age or grade level of the students.

LAST WORD

A positive approach to discipline shifts the focus of discipline from punishment to restoring understanding and commitment to restoring relationships and creating a safe and supportive environment. The purpose of the discipline then becomes the teaching of kindness and interpersonal skills and the reconnection of alienated children. Preventive methods and multi-layered models can help lay the foundations for positive discipline methods to be successful in building a safe school, and favorable conditions for teachers to instruct effectively and students to learn.

Creating and maintaining a positive school and classroom climate allows a school community to proactively prevent disciplinary problems by increasing the strength and quality of classroom activities. The central idea in this approach is the assumption that participating in well-managed classroom activities encourages self-discipline by teaching students what is possible through collaboration and coordination with others. It also provides the basic conditions for support, clear expectations and guidance that foster healthy student development and motivation.

Additionally, promoting a sense of belonging can reduce discipline problems. Young people feel more emotionally and physically safe in schools with fair school discipline, which has been linked to a reduction in depressive symptoms, anxiety, and behavioral problems.

REFERANCES

• Akar, N. (2006). Ortaöğretim kurumlarında karşılaşılan disiplinsorunları ve eğitim yöneticilerinin çözüm yaklaşımları (Denizli ili örneği).(Yayımlanmamış Yüksek Lisans Tezi), Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü, Denizli.

• Eripek, S. (1982). Ortaöğretim Kurumlarında Disiplin Uygulamaları. Ankara Üniversitesi Eğitim Fakültesi Dergisi (JFES), 15(1), 365-374.

• Kulaksızoğlu, A. (2000). Ergenlik Psikolojisi, Remzi Kitabevi Yayını, İstanbul.

• Nas, R. (1989). Okulda disiplin. Uludağ Üniversitesi Eğitim Fakülteleri Dergisi Cilt: IV, Sayı:1.

• https://classroom.synonym.com/types-discipline-classroom-6630810.html

• https://www.eurekly.com/blog/21-questions-about-classroom-discipline-that-bother-every-teacher

• https://safesupportivelearning.ed.gov/topic-research/environment/discipline

• https://site-valley.com/worth-of-discipline-in-our-valuable-life-motivation/