Disruptive behavior of students and children, in general, can be addressed by various disciplinary means. That is why it was decided to publish an abstract from the research paper that was provided by the academic writing service where everyone can simply buy research papers online. The reason for such actions might be unacceptable actions or bad academic performance are more often met with restrictions and punishment rather than a desire to understand a rule-breaker and help to solve the problem out. However, methods of positive discipline can be more successful, efficient and pleasant for a child, as they are aimed at rewarding good behavior, focusing on progress and saving the kid’s mental health instead of criticizing his/her improper actions and making a child feel ashamed and reserved.
In contrast to shouting, enforcing, reprimand, spanking and other methods of punishments widely used by both teachers and parents towards children, there exist different alternative ways to maintain discipline among adolescents and kids. According to the study conducted by the Indian scholars Mumthas, Jouhar and Gafoor, advice, counseling and modeling were defined as the best positive methods of discipline that are to be exercised by teachers to deal with the students’ behavioral and academic problems. It is worth mentioning that these three aspects hold the first three places being the most desirable practices both among the students and teachers, who took part in the survey. On the other hand, such actions as being sent away from the class, spanking and reprimand were found out to be the most undesirable by the students and hence inefficient, though widely used by teachers.
Another research conducted by Houghton, Wheldall, Jukes, and Sharpe on the issue of effective discipline methods has revealed that “praise and reprimands” appeared to be among the most successful ones. The increase in the students’ on-task behavior was about 22%, which is regarded as a quite positive achievement. Another effective method of a positive discipline that was found out due to this investigation was the use of “incentives and deterrents”. This educational technique can have various practical applications of concrete practices that help to cope with the students’ inappropriate behavior. It can also help to improve the situation by using less stressful means.
For example, the “incentives” method comprises such actions as receiving a good mark for a written work, getting a favorable report/letter sent home, or being given a free time. Although all those actions were perceived by teachers not to be appropriate for treating a child’s success related to behavior, such incentives were highly ranked by students when they were asked about the desirable ways of addressing their academic and behavioral problems. It is an interesting fact, that students have stressed the inefficiency of the methods that involve the public punishment as well as public praise; they preferred to be talked about their misbehavior or achievements in private. However, according to another survey, more than half of the teachers used to make both positive and negative comments on a student’s progress and behavior publicly, though being aware of its inefficiency. On the other hand, given a detention after school, being sent to the principal for misbehaving, and being given a good private talk were found to be among the most efficient “deterrents”.
It is necessary to point out that such methods of a discipline, when the action was performed not publicly, but privately as not to make a kid feel ashamed and embarrassed, have proven to be successful if.
Therefore, as the findings of the above presented surveys have shown, positive discipline methods such as giving advice, counseling, and modeling were regarded by both students and teachers as the most desirable and efficient practices that can enhance the students’ performance and improve their behavior. Receiving a good mark and getting a favorable letter sent home were also highly ranked by students as the most encouraging; however teachers have expressed their doubts about the feasibility of applying such methods to treat students’ misbehavior rather than praising them for appropriate academic performance.