Rogerian Essay On Discipline In School Systems

Rogerian Essay On Discipline In School Systems

School discipline is defined as the obligation of teachers and students to follow a code of conduct known as a public school rules. These rules, for example, defines exactly what is expected to be the role model, the uniform, meeting schedule, rules ethics and the ways in which relations are defined within the study center. This regulation also provides for a regulation on the type of sanction that should be followed if the student commits a violation of the rule (Finn, Gerber, Zaharias, pp. 214-233). In this case, some schools put more emphasis on punishment than the standard itself. The loss of respect for the rule into the classroom is known as "indiscipline". Apart from the concepts that take on the discipline, it depends largely on the level of relations established within the classroom, the interest that the teacher can motivate the learner and the level of communication that is established. You can also talk about discipline in work environments and in any human group where the rule is necessary to ensure compliance with targets.

The aim of school discipline is undoubtedly the safeguarding of public order, security and harmonious work of education in the classroom. In a class in which the teacher finds it difficult to maintain order and discipline, students can become stressed and demotivated and diminishes their quality educational environment, which can reach the shortcoming in fulfilling the purposes and goals (Frankena, William, Raybeck, Nathan, Burbules, Nicholas, pp. 25).

The imposition of discipline in some schools, in the other hand, may be motivated by other non-academic goals, usually moral. For example, in many societies with strong religious roots, the regulation may underline obvious religious ethics and impose a discipline that goes beyond the classroom, especially when it falls to boarding. The duties may be registered attendance standards as religious services, sports participation, meal times, and the formation of a structure of authority within the "house", a strict control of sleep time, a bureaucratic system to apply for furloughs or visits and many others. Outside the classroom, such regulations may be imposed in absolute, and some cases can be punished with corporal punishment in the case of children in extreme circumstances or loss of certain privileges in others (Franzen, pp. 4-7).

Rogers's ideas are truly revolutionary in education. On the one hand, the teacher's role, not as authority but a facilitator of learning, you must create a climate of acceptance in the group. This is more important than the techniques used by the teacher, be forgiving and understanding and respecting individuality (Pashler, Harold, McDonald, Mark, Rohrer, Doug, Bjork, Robert, pp. 105-119). The teacher should accept the group and each of its members, as it is. You should not judge. On the other hand, non-directive approach is also suggested. We cannot teach another person directly we can only facilitate their learning. This approach stems from the concept of significant learning or experiences. We cannot communicate or teach others our ...