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Discipline is not just a moral value but it is the most powerful virtue that is necessary to be successful in life. One cannot achieve the goals of life without being disciplined.  However, discipline is not learned in a day. It takes years to acquire this trait and the best time to learn discipline is right from childhood. That is why schools play a crucial role in imparting discipline and creating well-balanced individuals. The process to learn and master discipline starts at school. A child will never be successful in his adult life if he has not followed a disciplined life since childhood. So, school plays a key role in imparting discipline.

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A good example of discipline I have seeing is when teachers create a nurturing, courteous classroom, we guide conversations with an emphasis on logical consequences and problem-solving. Looking for solutions that will help children learn for the future is more effective in the long run for changing classroom culture than focusing on making students "pay" for what they've done.
Example problem solving conversation weekly. During this time, we enlist one another's great minds to come up with solutions to problems, worries, and questions submitted by students. Teacher talk about strive, listen, ask questions, and help them understand the consequences.

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Growing up, I remember a certain kid in my class that acted up every single day no matter what. It would be at different times but without fail everyday he acted out when an assignment was presented that he didn't want to do. The teacher would then yell at him and send him out to the hallway with a book to make sure he was distracted other classes. He then got o go out in the hall and read for quite a while until the teacher then remembered he was out there and called him back in.

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I think that discipline in schools helps teach kids to respect teachers and administrators. It shows them who is in charge and that they can control a classroom properly. It also helps show that they are serious and can be trusted to follow through with their word. This can help then create a safe place for the kids and allow them to feel safe and confident in confiding with the adults at school.

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A good example of discipline I have seen happened last year in a 5th-grade classroom. A student was frustrated after recess due to something that happened and as the math lesson progressed he continued to become more and more frustrated, culminating in him yelling and swiping the items off his desk. Instead of a punishment, the teacher had him go sit in the hall for a few minutes while she got the class situated and then went to talk to him. It turns out it was a combination of the frustrating thing that happened at recess, which was later discussed with the recess aide so they knew to watch for some specific teasing, and that he wasn’t grasping the math lesson. To remedy this, for the next week she’d have him come in from recess and into a pull-out room with me while the rest of the class worked on their math facts. He wasn’t missing any of the lessons and as a few students already missed the math facts portion of the math lesson, his absence didn’t draw attention. Not only did he get the extra help he needed to understand the math concept, but he also had the time to talk about recess and decompress from emotions he felt due to a situation. I think this teacher took a situation that could have easily escalated into him throwing his desk, and instead gave him the space and time to learn.

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Yes, in some situations I do think it is effective to discipline students with ISS or OSS. However, I think they should be utilized less often than they are in most schools. I think ISS should be utilized for extreme bullying and OSS for threats of, or actions that cause bodily harm to others. I can’t think of other reasons to disciple students with ISS or OSS, and even with the examples I shared, I think there needs to be more in place to help the student than simply giving them ISS or OSS. They are struggling and their actions are a call for help, ISS or OSS is not providing them the help they need to manage their struggles.

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Share a bad example of discipline you have seen in schools, and explain what a better alternative could be.

In 8th grade, my choir teacher was very easily annoyed. Whenever students would talk out of turn, he would throw whichever object was nearest to him at them. This led to a strong dislike for being in the classroom, and everyone was scared to ask or answer questions, or even sing. I do not think violence is a great choice, and honestly talking to the students about volume, and having set consequences would have been better. For example, moving seats away from friends, etc..

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How have your views on discipline in schools changed since going through this module?

I feel like I had initially seen discipline as solely punishment for misbehavior. While that may be a part of it, I feel like understanding the boundaries and need of discipline makes it more fully purposeful. The classroom should be a safe place, and through discipline, I now realize that it creates a safer environment and the stability of a routine that children need.

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I feel that I have a different view on discipline after this class. I think that sometimes we go to discipline students as our first effort to address the situation. Discipline looks different for all students based on their needs. I do not think that students should be instantly suspended when they misbehave. Students should feel that their teacher still cares about them and wants what is best for them.

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I think that it is important to have some form of discipline in schools because it provides structure. It also shows the students that there are rules and expectations. When they do not follow these, there are consequences. I do not feel that the discipline should always be harsh or make the student feel bad. It is a tool to help them learn.

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In my future classroom, I want to employ a token economy. I think that token economies are a good form of discipline because they reward students for appropriate behavior, and thus can reinforce that behavior. In my token economy, I want students to be able to earn tokens for lots of different behavior including being kind, working diligently, doing their assigned work, helping, handling tough situations, and more. I also do not want to ever take away their tokens, because it is something that they have already earned for good behavior, and I do not think it would be appropriate to take away the rewards that they already earned. I also want to make sure that consequences are tied to the behavior. I think it is important to help students to see the connection between our choices, and the consequences that come with those choices. I would make sure to do this within reason.

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As I have gone through this module and done research on discipline and students with disabilities, I have learned the importance of creating proper Behavior Intervention Plans (BIP) and then fully implementing them. I think that a lot of unnecessary discipline could be avoided if BIPs were appropriately used. The purpose of a BIP is to help students learn how to manage their behaviors and regulate their emotions. If proper BIPs would have been put in place in the Honig v. Doe case, then I think it could have prevented the students from engaging in the inappropriate behavior that led to them being suspended.

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My example is one of my son’s experiences. He now has a diagnosis of ADHD but did not at the time. He was having a hard time completing all of his assignments and staying in his seat. The teacher would take away his recess as a form of punishment. He had his recess taken away multiple times weekly, which almost exacerbated his problems. We tried to explain to the teacher that this punishment was counterproductive as he needed that outlet of recess to get some energy out. I did not know then half as much as I know now and I know there were much better alternatives such as giving him shortened assignments or extended time to work on assignments. He also works well with rewards so she could have incentivized him to complete his work to get a reward of extra recess time.

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I think discipline inherently has a negative connotation attached to it. Discipline is not inherently bad. It provides a way for students to learn that their actions have consequences and teaches them boundaries. Discipline can certainly be abused by adults but when used correctly it can be a great way to correct a behavior and teach a better replacement for that behavior.

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I think discipline is important in schools because it gives a different area of responsibility to the student. Some may not ever get disciplined at home, therefore they wouldn't learn that useful skill of learning from your mistakes and moving on. I always tell my daughter (I don't think she understands it at all) that when she gets in trouble or the reason there are rules is to protect her and others. There are rules everywhere and if you don't learn to follow them, there will be consequences.

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My views have changed since going through this module. It's important to find what is best for each individual student, especially those with disabilities, that will be effective. Whenever I think about a student acting out, I first think of it as a form of communication and that the student is trying to communicate something they aren't able to. If we can see this as an educator, we can take this as useful information and then create a plan to help the students. Discipline is definitely not a "one size fits all".

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In the right situations, both ISS & Oss suspension could be affective forms of discipline. Oss limits a students ability for interaction with appropriate resources. It can isolate the student, remove appropriate supports they may have in place while at the school. If the students is determined to be a threat to others, this would/could be an appropriate discipline. I believe ISS (when handled appropriately) can be a more appropriate way to to offer the most support/assistance to the student.

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While I believe that each class/student is and will be different as far as behavior goes, my philosophy for discipline in my own classroom will stem from the thought that 'behavior is a form of communication'. My goal would be to help the student (and appropriate staff) determine what is trying to be communicated with the specific behaviors.

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Growing up, I remember the teachers who would change the color of your card for bad behavior. I only ever had my card changed to yellow one time for crying because I lost my spot while we were group reading. It was humiliating to me as a 7 year old. i can only imagine what it was like for kids who had their card changed on the daily. I don't think public humiliation is the way to discipline children at all.
I think its better to talk to the child with a behavior one on one to help them understand why their behavior was wrong.

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I don't think ISS and OSS are effective because many students with bad behavior do it because they don't like school. When they are removed from the classroom, they are often just getting exactly what they wanted: escape. ISS and OSS do not address the behavior, they just remove the student so teachers don't have to deal with the behavior.