The word discipline is most usually associated with the unconstructive, with the act of punishing a particular action. 'Discipline', however, is resulting from the Latin word disco, which means 'to teach, to learn'. Discipline is not punishment; to discipline is to teach and/or to model behavior that encourages self-control.
Many students attending college exhibit discipline problems such as disruptive classroom behavior, destruction, maltreatment, and violent behavior. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole‐school positive behavior support on discipline problems and academic outcomes of students enrolled in a built-up elementary college. The whole‐school model was designed through technical assistance session with teachers that emphasized: (1) Civilizing instructional methods (2) Formulating behavioral vision (3) Mounting classroom activity engagement (4) Reinforcing optimistic performance (5) Monitoring efficacy through data‐based evaluation. As compared to a pre‐involvement phase, the whole‐college intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by identical tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole‐college approaches to student discipline and the contributions of positive behavior support are discussed. Dr. Rajiv Srivastava SIRT Bhopal www.sirtbhopal.ac.in
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