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The role of the teacher in dealing with behavior problems in the classroom

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The role of the teacher in dealing with behavior problems in the classroom

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Content THE ROLE O THE TEACHER IN DEALING WITH
BEHAVIOR PROBLEMS IN ~HE CLASSROOM
A Thesl n
Presented to
the Faculty of the School of Education
The University of Southern California
In Parti al Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Kenneth D. Hopkins
August 1957
This thesis, written under the direction of the
Chairman of the candidate's Guidance Committee
and approved by all rnembers of the Committee,
has been presented to and accepted by the F acuity
of the School of Education of The Univ ersity of
Southern California in partial fulfillm ent of th e
requirements for the degree of Master of Science
in Education .
Date ..... .. .. .
.... .... .. ·· ··· ·····(~ .. ~ . 7
J~~
Dean
Guidance Committee
B LE O CO TE TS
CHAPTER
I. I TRODUCTI
TO THE OBLEr
• • • • • • • •
II.
III.
IV .
The problem •••
• • • • • • • • • • • •
Importance of the study ••
• • • • • •
Scope and limitations of the study.
• •
Definitions of term s used •••
Discipline •••••••••
REVIE 0~ THE LIT . UR •..•.
Early
olonial discipline
• • •
• • • •
• • • •
• • • •
• • • •
iscipline in nineteenth-century A mer-
ica ••••
• • • • • • • • • • • • •
Twentieth-century i nfluences on disci-
pline ••••••••
• • • • • • • •
John Dewey. • • • • •
• • • • • • • •
~dward Thorndike ••
• • • • • • • • •
The modern concept of discipline ••
• •
Summary •••
• • • • • • • • • • • • •
TYPES OF B E HAVI ROBLEI S .
• • • • • • • •
~tudents' ratings.
• • • • • • • • • • •
Teachers' ratings ••••••••••
rajor offenses ••••••••••
. inor ffenses ••••••••••••
Summary • • • • • • • • • • • • • • •
• •
• •
• •
• •
I CI RY
• • • • • •
PA G E
1
1
2
3
3
3
5
5
5
7
7
8
9
10
11
11
14
17
17
18
19
CHAPTER
Causes originating with the student ••••
Physical factors ••••••••••••••
Mental factors
• • • • • • • • • • • • •
Social and emotional factors •••••••
Factors originating in peer group relations.
Group climate •••••••••••••••
Summarv· • • • • • • • • • • • • •
V • • • • • •
V. CORRECTIVE MEASURES AND PUNISHMENT.
• • • • • •
Appraisal of disciplinary methods ••
• • • •
Simple control •• ~ •••
• • • • • • • • •
Individual conferences.
• • • • • • •
Home-school co-operation ••
Restitution and reparation.
• • • • • • • •
• • • • • • • •
Loss of privileges ••••••••• ~ •
Rewards and prizes •••••••••••
Detention after school •••••••••
Dismissal from class and isolation •••
Punishing the group for the offenses of
• •
• •
• •
• •
one person •••••••••••••• ft •
Enforced apologies
• • • • • • • • • • • • •
IJowering marks
• • • • • • • • • • • • • • •
Demerits • • • • • • •
Corporal punishment ••
Suspension • • •
xpulsion • • •
• • •
• • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
iv
PAGE
20
20
21
22
24
25
26
27
27
28
30
31
32
33
34
34
36
37
38
38
39
39
41
42
CHAPTER
VI.
VII.
Summary.
• • • • • • •
• • • • • • • •
• • •
CLASSROOivI
AURES
• • •
• • • • • • • •
• • •
The role of the teacher.
• • • • • • •
• • •
Responsibilities of the te,'i ~ ,er .
• • • • • •
Summary ••••••••
i1ethods of instruct:i.on ••
• • • • • • • •
• •
• • • • • • • •
Routine • • •
Presentation.
Participation
: . . . . . . . .
• • • • • • • • •
• • • • • • • • •
• • • • • •
• • • • • •
• • • • • •
S11mmary • • • • • ~ • • • - • • • • • • • • •
CONCLUSIONS, RECOMM END TIONS, AND SUMMA Y •••
Basic considerations about discipline.
Recommendations • • • • • , • • • • • •
Checklist ••••••••• ti •••••
• • •
• • •
• • •
Summary
BIBLIOGRAPHY •••
• • • • • • •
• • • • • •
• • • • •• •
• • • • • •
• • • • • •
• • • •
• •
V
PAGE
43
45
45
46
48
48
49
50
51
53
5, 4,
54
56
58
60
62
LI 'T OF TABLES
TABLE
I. anking of ain Categories of Behavior
According to Frequency of Report of Pupils
Page
in Eight Junior High Schools. • • • • • • • 13
II. Seriousness and Frequency of Behavior Problems
Viewed by more than 300 High School Principals 16
III. tiatings of Frequency and Effectiveness of
Common LJisciplinary easures eported by 225
High School Principals ••••••••••• 29
CHAPTER I
INTRODUCTION TO THE PROBLEM
Among the many problems confronting the public
schools of the United States, is the very serious one of
discovering ways in which tea~hers can successfully main
tain a balance in the classroom between permissiveness and
restriction, freedom and authority, liberty and inhibi
tion. Practical experience of schoolmen testifies to the
fact that more teachers fail through inability to maintain
order than through any other one cause (16:282). Disci
plinary measures and procedures are an innate part of ev
ery teacher's responsibility in conducting a classroom
that has efficacy in learning and human adjustment.
I. THE PROBL:EM:
Statement of the problem. The purpose of this study
was to analyze the findings and research of previous stud
ies on the various aspects of classroom discipline in or
der to ascertain desirable methods of maintaining class
room control. Special emphasis was given to an analysis
of the present methods used in dealing with behavior prob
lems. Attention was given to what types of problems are
to be expected by the beginning teacher.
It was the objective of this study to concentrate
2
on the problems of discipline at the high school level,
rather than going into the problems of each specific grade.
I:a.uportance of the study. Ruediger and Strayer, in
their statistical study of the qualities of merit in ele
mentary teachers, showed that the disciplinary ability is
the most important condition of success among the teachers
who were included in their investigation (16:282). In a
similar study of high school teachers, they fowid that
while disciplinary ability did not occupy the first place
among qualities of merit, as in the ca~e of elementary
teachers, it still remained a factor of fundamental signif
icance (16:282).
Teaching facts and skills through approved tech
niques is no problem for the well train~d teacher, but
bringing about the appropriate atmosphere in the classroom
that will permit the carrying out of his plans is actually
the whole problem of teaching (46:457).
McCreary and Kitch {15:38) in their study of drop
outs in California, revealed that unreasonable discipline
was cited by more than one third of those interviewed.
It is not difficult to see that certain principles
for discipline and classroom management need to be made to
guide the teacher in handling behavior problems, in help
i~ students adjust, and in developing students to the
1:1.mit of their capacity.
3
~cope and limitations of the study. The scope of
this study was limited to the presentations of findings
of research studies made on classroom discipline availa
ble in books and current periodical literatureo The
study was further limited in that it did not deal with
behavior problems other than those encountered at school.
II. DEFINITION OF TER:MS USED
In order to av-old ambiguity, 1 t was necessary to
define one term used.
Discipline. The term, as used in the study, re
ferred to the treatment or training necessary to bring
about satisfactory classroom con.duct. Since the meaning
accepted reflects the general metb.ods of attaining disci
pline, a further amplification of the term has been made
to clarify its intended connotation in this study.
Discipline is always connected with a goal. The
attainment of a goal which is bigger than that which
can be reached by the individual, involves disci
pline. Thus, discipline may be thought of as organ
ization of one's impulses for the attainment of a
group goal. The latter is always something which
cannot be achieved singly by any one individual.
(20:4)
In defining discipline, an attempt was made to
.
base it upon a philosophy of education in keeping with
democracy and known scientific findings about the learner
and the learning process. It is generally agreed that
self discipline is a goal of a democratic society. (41:9)
III. ORGANIZATION OF THE STUDY
The introduction to this study given in Chapter I
includes a statement of the problem, importance of the
study, and necessary definitions.
4
Chapter II is devoted to a review of the liter
ature. A brief history of evolving concepts of discipline
are considered, along with a statement of the modern con
cept of discipline.
Chapter III deals with the types of behavior prob
lems connnonly manifested in the classroom.
Chapter IV includes a discussion of causes of be
havior problems, considering both the individual and
group factors.
Chapter V presents a rather comprehensive analysis
of the various corrective measures utilized in the schools
today. Evaluations were made on the basis of the current
opinions of authorities in the field.
Chapter VI deals with effects of the methods of
instruction on discipline, together with a discussion of
the role and responsibilities of the teachers.
Chapter VII presents conclusion on the basic consid
erations of discipline, recommendations, and a summary
based on the findings of this study.
CHAPTER II
REVIEW' OF THE LITERATURE
It was not the purpose of this study to make a de
tailed study of the long history of disciplinary prac
tices from the beginning of recorded history to the pres
ent; but since there are teachers who adhere to, and par
ents who approve of, harsh methods of discipline in the
school, a closer look at the early school of our country
will help clarify some of those early modes of discipline
(46:457).
I. EARLY COLONIAL DISCIPLINE
Reynolds (46:457) tells us that the early colonial
school masters were selected on the basis of their seeing
pupil education from the viewpoint of those in authority
in the community. These leaders believed that when one of
the pupils mi:~behaved, the only way to deal with him was
with coercion and repression. They punished children for
the slightest p~ovocation. They withheld commendable
acts, for compliments lead children to conceit, they be
lieved. They prided themselves in their good discipline.
II. DISCIPLINE IN NINETEENTH-CE!NTURY AMERICA
During t he nineteenth century, much of the severe
6
sternness was disappearing for substitute of the element
of order. The idea that human impulses shoula be sup
pressed and that severe punishments were good for child
ren still prevailed. All children were considered alike,
and there were certain set punishments for certain mis
deeds, no matter what the cau.ss (46:457).
In the later part of the nineteenth century, evi
dences occurred which indicated that newer theories of
discipline were being considered.
11
It is not enough that
the teacher secured diligence in study, good order, and
proper behavior in school. The vital que~tion is to what
motives does he appeal in gaining these ends?" (13:107)
In general, however, the majority of educators
still held strongly to factors of order and industry as
indicated in the report of the Committee on Moral Educa
tion to the National Council of Education in 1883.
The so-called discipline of the school is its pri
mordial condition, and is itself a training in habits
essential to life in a social whole, and hence is
itself moral training •••• The first requisite of
the school is order; each pupil must be taught to
conf'orm his behavior to the general standard ••••
Therefore, a whole family of virtues are taught the
pupil, and taught him so thoroughly that they become
fixed in his character ••• obedience, punctuality,
regularity, silence, and industry •••• Moral edu
cation must begin in merely mechanical obedience and
develop gradually out or this stage toward that of
individual responsibility. (13:110-111)
III. 'IWENTI ETH-CENTURY I N FLUENCES O F DISCIPLIN E
John Dewey. The influence of Dewey began to be
felt in the early part of the twentieth century. He ad
vocated methods that would foster more freedom and self
determination with less stern regimentation. He held
that the teacher must utilize the activity springing
from within the nature of the child, and make it coin
cide with his efforts (46:458).
From the time of Dewey's appearance in the school
area, controversy has raged between his followers and the
stern authoritarians. Reynolds (46:457) pointed out that
he was only saying what many teachers had been feeling
for a long time, and so these teachers eagerly put into
practice the freedom they thought he advocated. Bedlam,
instead of freedom, resulted in many of these cases from
unbridled liberty which many educators interpreted his
philosophy to mean. Ramsey (45:211) states: "Freedom
without responsibility is an abuse of someone else's
rights." Dewey, commenting on this misinterpretation
states:
There is a present tendency in the so-called
advanced schools of educational thought ••• to say ,
in effect, let us surro1.U1d pupils wi th certain
materials, tools, appliances, etc., and then let the
pupils respond to these things according to their
own des res. Above all, let us not suggest any end
or plan to the students; let us not suggest to them
what they shall do, for that is an unwarranted tres
pass upon t heir intellectual individuality since the
7
essence of such individuality is to set up ends and
aims. Now such a method is really stupid, for it
attempts the impossible, which is always stupid;
and it misconceives the condition of independent
thinking. (18:180)
8
Edward Thorndike. Thorndik was one of the early
advocates of syste1natic, scientific measurement and eval
uation in education. This influence on scientific tech
niques in education have done much to adjust the curric
ulum and the school organization to meet the individual
needs of the students (25:13).
The startling findings as to individual differ
ences by Cattell and Thorndike led progre sive ~ ,du.cators
gradually to emphasize the differing capacities of diff
erent individuals, and to recognize the need for taking
account or these varying abilities and interests in the
learning process. As the theories of mental discipline
became suspect in view of the new experimental psychol
ogy, the nature of each individual began to be looked
upon as worth developing in his own way for his own sake;
and since the nature of each individual had been found
to differ from every other, the realization became evi
dent that each individual should receive special atten
tion. Teachers soon became aware that different indi
viduals must be handled differently with regard to misbe
havior and discipline problems (13).
IV. THE i ODERN CO CEPT OF DI SCI PL. E
Scientific findings in t h e fields of psychology
and sociology have been given consideration in the modern
concept of discipline. It takes into consideration the
fact that individuals grow and mature at different times
and at different rates. It observes all the laws of
learning and development, realizing that individuals
differ in their physical, mental, emotional, and social
needs and interests, amd must be treated accordingly.
The type of discipline sought in a democracy is
self-discipline. Oliva (41:9) summarized today's concept
of discipline as follows:
1. Discipline begins in the earliest years with
external authority imposed by the parent and teacher.
Authority is gradually released to the point where,
as graduates of the secondary school, youth are able
to take their places in society as self-disciplined,
socially responsible citizens.
9
2. Discipline is a matter of social growth, social
co-operation taught in school and classroom in a
democratic atmosphere.
3. Discipline requires that the disciplir1 !arian
understand that all behavior is caused.
4. Discipline is reformative or preventive instead
of puni ti·va.
5. Discipline is a goal in itself, but not just a
means to some vague goal.
10
V. SUMMARY
The concept of discipline in the United States had
proceeded from the stern authoritarian views held by the
early colonial schools, to the modern concept of stressing
the individual child's growth and development . Its goal
is prevention of misbehavior and maladjustment rather than
punitive .
CHAPTEil III
TYPES OF BEHAVIOR PROBLEMS
The novice teacher in high school education is
challenged day in and day out by a bewildering array of
behavior disorder that range f1-orn mere restlessness to
outright vandalism and serious maladjustment . The number
and kind of behavior problems that can arise among a het eroge eous group of adolescents are innumeI--a.ble (41: 13).
~egarding the number of behavior problem pu~ils,
Baker (27:362) estimates that three percent of the school
population has some forn1 of behavior maladju.str11ent; three
to ten percent, if mild cases are included; and ten to
twenty percent, if negative cases are added to aggressive
cases. To gi· ve some specificity to the types, frequency ,
and seriousness of problems, a brief survey of problems
as viewed by secondary-school pupils , teachers, and ad
ministrators has been presented in this chapter.
Students' ratings . Cutts and £oseley in 1939
studied reports from 1
1
000 boys, and 1,097 girls in
seventh grade classes of eight junior high schools in four
different states (7 :310). Behavior problems as reported
by the pupils themselves are shown in Table I.
The study made by Cutts and oseley showed that
boys generally present a far greater problem of' disc -
pline, their behavior is more aggressive, end they are
punished more severely.
12
TABLE I
RANKING OF MAIN CATEGORIES OF BEHAVIOR ACCORDING TO FREQUENCY
OF REPORT OF PUPILS IN EIGHT JUNIOR HIGH SCHOOLS
Categories· of
Behavior
Talking
Physical attack
Undue activity
Throwing things
Unexcused absence
Boys (1,000)
Total
Breaking general regulattona
No misbehavior reported
I~anners
Accidents and forgetting
Morals
Shortcomings in homework
Practical jokes
Chewing gum or candy
Property damage
Direct disobedience
Passing notes
Temper or timidity
Non-co-operation
Source: (41:14)
Occur
ences
100%
18.8
16.3
11.7
10.5
6.7
6.2
4.9
4.2
3.9
3.6
3.y.
2.0
2.7
2.2
1.5
.3
.3
-
~ategories of
Behavior
Talking
Girls (1,097)
Total
No misbehavior reported
Chewing gum or candy
Undue activity
Physical attack
Morals
Breaking general regulations
Shortcomings in l1omework
Unexcused absence
Accidents and forgetting
Passing notes
:Manners
Throwing things
Practical jokes
Direct disobedience
Temper or timidity
Property damage
Non-co-operation
Occur
ences
99. 710
35.5
11.2
8.2
6.5
5.9
5.5
5.4
4.4
4.2
3.6
3.0
2.6
2.1
1.8
1.1
.3
.2
.2
......
vJ
14
Garinger (11:10,13), Table II, relates dat a on the
seriousness and frequency of behavior problems as viewed
by school administrators. From this study, it appears
that principals are more interested in order and surface
behavior, than in the causes of m-ladjustment.
Teachers' ratings. In a revealing study by ick
man in 1928, the attitude of teachers and the attitudes
of mental hygienists were compared in reference to fifty
types of behavior problems. In general, there was an
inverse relationship as to the relative seriousness
assigned to certain behavior problems by teachers com
pared to those rated by mental hygienists (23}.
Wickman's study showed that teachers and mental
hygienists are at opposition in their conceptions of mis
behavior. W ickraan concludes:
Those problems which transgress the teachers'
moral sensitiveness and authority, or which frust
rate their innnediate purposes, are regarded as rela
tively mere serious than problems which affect, for
the most part, only the welfare of the individual
child. (23:116)
Wickman
1
s study showed that there was a need for
re-education on the part of teachers as to what consti
tutes serious behavior problems. Research has indicated
that this misinterpretation on the part of teachers is
not as pronounced as it once was, but that it is still
considerably below what is desired.
15
Hunt (26:19) presents an analysis of the kinds of
offenses in the following general classification:
TABLE II
SERIOUSNESS AND FREQUENCY OF BEHAVIOR PROBLEMS
VIEWED BY MORE THAN JOO HIGH-SCHOOL PRI CIPALS
16
Seriousness Behavior Problems Frequency
1
2
3
~
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Thef't
Truancy
Impertinence
Obscene notes, talk
Cheating on tests
Forging excuses
Gambling
Damaging school property
Cutting a class
Lying about others
Smoking in building
Profanity
Failure to report after school
Carelessness in work
Tardiness to school
Copying homework
Inattention in class
Tardiness to class
Chewing gum in class
Giggling in class
Source: (11:10,13).
9
8
15
18
6
10
20
14
13
17
19
16
11
1
4
2
3
7
5
12
Iajoz: off ens es.
1. Cheating
2. Destroying - defacing
3. Disrespect to teachers
~-• Disregard of others
I
rights
5. Hazing
6. Lying
7. Profanity
8. ~tealing
9. Truancy
10. Viciousness
1inor off ens es •
1. Fighting
2. Quarreling
3.
etty offenses
4.
Stubborness
5. Tardiness
6. Horse-play
From the lists obtained from 150 teac1..9rs, a com
parison of the first eight offenses shows five offenses
(petty, continued disturbance, cheat ng, stubbornness,
17
and destroying or defacing property) common to each group .
~rom these racts, it is reasonable to conclude that about
the srune kinds of offenses may be expected fror pupils of
all grades (26:19-20).
Summarz. There is an innumerable number of spe
cific types of behavior problems among adolescents. It
appears t hat teachers in the past have not realized the
true seriousness of certain t ypes of behavior. This
points out the need for a re-education on the part of
teachers as to the personality of the child, the teach
er's role in the school, and in the purposes of the
school.
18
19
CHAPTER IV
CAUSES OF DISCIPLI ARY PROBLEMS
In attempting to find the causes of behavior prob
lems, one must accept the attitude that behavior is
caused by identifiable factors. If the teacher is able
to understand these factors, he will be able to help the
child to meet his problems of adjustment more effective
ly (41:19).
The prevalence of maladjustment is widespread.
Symonds estimated in 1938, that five percent of all
persons becomes a patient in a hospital for mental diseas
es in a generation or lifetime, and the chances of a white
person fifteen years of contracting a psychosis or severe
incapacitating neurosis during a lifetime, whether sent
to a hospital for mental disease or not, are somewhere
near one in ten (21:8). Bullis and O'Malley (3:2) relate:
"Of every hundred school children in the United States,
four will end up in mental hos pitals. One will turn to
crime. Eight will be shattered by emotional breakdowns."
All these persons go through our school system. A study
made by the National Education Assoc i ation tells that
ninety-five percent of teachers in a wide judicious sain
pling believe that today's school children behave very,
or reasonably well, and that only one percent of the
20
children cause serious trouble (53:46). It is evident
that, in general, teachers have been concerned only with
surface behavior. Their attention has been centered
only around the aggressive, with little or no awareness
that the withdrawn person, many times, is the one who
is in real need of help.
II. CAU SES ORIG INATING WITH THE STUDENT
Oliva (41) presented a detailed discussion of the
causes of misbehavior. Only the more common will be
discussed here.
Physica~ factors. Physical factors play on im•
portant part in the presence or absence of behavior dis
orders. The state of the child, the nutritional con
dition of the child, the presence of physical handicaps
and glandular deficiencies, and the phase of growth and
development of the child directly affect the child's
conduct.
Pringle (18:8) estimated that ten percent of the
problem cases may be due to irregularities of the endo
crine glands. Obviously, a teacher is not expected to be
an endocrinologist or a physician, but it is important
that the teacher be able to recognize behav or that may
be s ymptomatic of som e physical distur bance, and to refer
21
that pupil for a complete physical examination. Serious
injury and injustice may result if a teacher uses harsh
measures to make a pupil conform., when he pupil is
actually physically unable to do so.
There are several remedial measures which might be
taken. The nature of the physical difficulty can be ob
tained through a medical examination; then the school
must provide at least minimum attention for medical and
dental aberrations. Extra milk and rest can be provided
for by the school. Help from social agencies to assist
poor children for special attention needed should be en
listed by the school. The school should provide for
corrective therapy for the physically handicapped, which
many schools are now doing through a corrective therapy
room, etc. Seating and scheduling of the child's program
should be given special attention to make sure it con
forms to his physical abilities.
Mental factors. lw1any tin1es mental factors are the
source of misbehavior. Common procedure in the high
school classroom is to orient the program around the aver
age child .. The slow learner, unable ~o do well in his
school work, many times finds ways of satisfying his need
for achievement and recognition through antisocial be
havior. Often, the gifted child is a behavior problem
22
because provisions are not made for him. Classroom worl
should be adjusted to the abilities and interests of each
pupil insofar as possible.
Possible aetion in dealing with mental factors as
causes of behavior problems is first, to see that the
pupil's pro ram is commensurate with his abilities and
interests. Provision should then be made for suitable
instruction within each class for all levels of learners
in the class. In severe cases, the child should be re
ferred to the school psychologist or to some psycholog ical or psychiatric clinic.
Social and emotional factors. Many of the disci
plinary problems arise from a pupil seeking recognition
in some form. Pringle (18:157) believed that desire for
approbation is the most common cause of disciplinary
problems in the high school. Frequently, a student who
does not obtain esteem from his teacher through academic
endeavors will seek approval from his classmates by re
belling against authority, and causing disturbance in the
class. One source (41:23) stated that the worst behavior
problems are found in those students who have few S{ills
in which they can take pride, and few wholesome interests
in which they can lose themselves .
All human beings need affection. In some cases,
23
a student may be rejected or unwanted at home and re
ceives little or no affection from his parents. There is
a strong drive for affection, and the thwarting of this
drive leads, in many cases, to unhappy and warped person
alities. Buhler (2:205) states:
The child who learns to accept himself in accord
ance with his real characteristics, finds greater
happiness and is usually better adjusted than the
child who obtains his place through subterfuge. A
child learns to accept himself when he is loved and
respected for w11at he is and not urged to do more
than he can or wants to do.
The needs for security, success, and sense of be
longing are needs which are critical at the high school
level. The desire for social acceptance is especially
acute in this stage of development and maturation.
Appropriate social behavior is particularly important to
facilitate desirable heterosexual relationships. When
such relationships are not satisfactory, behavior prob
lems are likely to arise .
Oliva (41:24) gives the following action which may
be taken in dealing with social and emotional factors:
1. Affection and sympathy from the teacher to
help satisfy needs of affection, approval, and
securi.ty.
2 . Provision for guidance services to help the
pupil solve some of his many problems .
3. Placing responsibility on the pupil commen
surate with his abilities in order to satisfy his
need of approbation, independence, and new exper
ience.
.:.
4. Social functions and training in social
manners to give the adolescent the necessary confi
dence and skills to establish good relationships
with the opposite sex.
5. Group projects to develop group morale, and
to satisfy the desire for gregarious:a.1ess.
24
6. Praise and publication of achievements to sat
isfy the need for success.
7. Part-time work to give added opportunities to
fulfill adolescent needs for security and independ
ence. The chool can assist in this training through
diversified work-experience programs and through
placement services.
8. Provision for outlets for excess ener y and
for talents not brought out in the academic phase of
the curriculum. This can be done through extra
curricular activities and athletics.
Baruch (1:217) pointed out that teachers should
realize that a child must feel that he is understood and
appreciated for what he is as well as for what he accom
plishes . They should know that it helps a child to study
if he feels that he is wanted and belongs in his class
room.
II. F CTORS ORIGIN TING I PEER GROUP RELATIONS
The effect of the group upon individual behavior
has been stressed in recent years. The teacher must re
alize the fundamental task o~ group leadership. One
source (55 :322-338) found:
1. The attitudes of an individual have their
anchorage in the groups to which he belongs.
2 . The conduct and beliefs of pupils are re rru-
25
lated in large measure by small groups (cli ques)
within a classroom.
3. Highly cohesive groups meet frustration more
effectively than do low cohesive groups.
4. Groups can be disrupted into separate cliques,
or this threat of disruption can be eliminated by
the alternation of forces which determine the
attractiveness of the group for the members.
5. The training of persons for effective social
action ••• can lead to more effectiveness if they
are trained as a group, than as mere individuals in
an audience situation.
6. The amount of interaction of students in a
class is determ ined in part by group factors.
7. The group climate or style of group life can
have an important inf'luence on members' personal
ities.
8. Certain forms of classroom behavior may be
recognized as mechanisms developed for relieving ten
sions somewhat similar to those employed by an in
dividual in relieving his tensions.
Group climate. Every individual member is affect
ed by the prevailing group climate. Redl (20:49-51)
pointed out four types of unhealthy group climate. They
are the punitive, where the classroom is managed through
fear, the emotional blackmail, characterized by extreme
anxiety about disapproval from the teacher, the hoatile
competition, where competition is continually stressed,
and the distorted group-pride, where vanity of the ·roup
is encouraged. Redl states:
The total climate which governs the social rela
tionships among the teacher, children, and total
group has a tremendous influence upon the type of
discipline problems which will be automatically
avoided, or automatically produced. (20:51)
26
In order for the teachers to treat the causes of
behavior problems which originate with the pupil's group,
they must be aware of the type of group climate which
they are fostering. They must seek to develop a secure
group climate with relationships of mutual respect be
tween teacher and pupils. They need to know the make-up
of the group, the backgrounds, the previous training,
and the types of discipline to which they are accustomed.
The teacher must be aware of his own personality and the
effect it may have on different students.
III. Summary
Causes of discipline problems have been found to
originate with the pupil, the pupil's group, with the
teacher-· and the school, and with the pupil
I
s home and
community. Remedial measures seek to learn the specific
causes of misbehavior, and to treat these causes through
all means available. The school program must be so-order
to give full expression to the purposes and problems of
democracy.
Problems of discipline can be reduced through a
system of education which help the students to be self
reliant, who understand the basic problems of adjustment,
and who are ievoted to the betterment of mankind.
CHAPTER V
CORRECTIVE MEASURES AD PUNISHMENT
Frequently, discipline and punishment have been
considered terms which were synonymous. Some form of
punishment can be found in use in most high schools .
Garinger (11:26) found in practice fifteen punishment de
vices. In general, large schools were found tending to
the practices of requiring a parent to come to school,
sending a pupil to the office, forcing a pupil to drop
the course, suspension of the individual, giving of de
merits, imposition of a fine, withdrawal of privileges,
and expulsion. Small schools tended to the practices of
reprimand, corporal punishment, special tasks, detention,
lowering the mark of the pupil, group suspension, and
demanding apologies (41:73) .
Henning
1
s study of 225 schools in 3 mid-western
states reported twenty practices employed (33:268-69,
271). These practices are summarized in Table III.
I~ APPRAISAL OF DISCIPLiiTARY METHODS
Oliva (41:76-84) evaluated the prevailing types
to action used in cases of misconduct. His conclusions
were based on the conclusions of twenty-five writers who
have interested themselves in the problem of discipline.
28
A sunnnary of his findings will be included hare.
Simple control. By simple control is meant a
look at an offender, signifying disapproval, waiting for
attention before continuing the instruction, a mild re
proof, posing a question to pupil whose attention has
wandered, switching seats of offenders, movement of the
teacher about the room to trouble centers, and laughing
off minor infractions. This system haE the advantages of
simplicity, allows instruction to proceed, avoids un
pleasant scenes, and has few harmful effects on the per
sonality. The disadvantages of this method are that only
surface behavior is being attacked, it is often ineffect
ive, and that its success depends largely on the person
ality of the teacher.
If the appeal to simple authority is coupled with
genuine understanding on the part of the teacher, and if
it is employed to teach the pupil that his behavior is
unacceptable to the social welfare of the group , then
these measures may be justified.
Frequency
1
2
3
~
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Source:
TABLE III
RATINGS OF FREQUENCY AND EFFECTIVEN~S
OF COMIYION DISCIPLINARY MEASURES
REPORTED BY 225 HIGH-SCH OOL PRINCIPALS
29
Disciplinary Measure Effectiveness
Restitution or reparation 9
Handle petty thievery within the
school 14
Detention l
Zero for work in cases of cheatin. g 12
Lower grades in classes missed by
truancy 4
Leave all discipline verdicts relative
to class conduct with class teacher 10
Suspension with re-entrance privileges 7
All discipline actions reviewed by the
principal before punishment is used 5
Cut class grade for misbehavior or
causing confusion in class 15
Require additional assignments related
to work in classes 8
Extend leniency in "self-confessed"
cases 16
Expel pupils for any serious misconduct 2
Deprive pupils of physical education
and/or participation on ball teams 3
Punish pupils in the presence of others 18
Require janitorial services for a
stated time 15
Use student council to review disci-
pline cases and suggest punishment 6
Leave specific types of disciplinary
action to student juries 19
Assign to students who have misbe-
haved, monitorial duty 17
Publicize petty thievery 20
Resort to corporal punishment 11
(33:272-273)
30
Individual conferences. Research indicates that
the individual conCerence between the pupil and the teach
er is, by far, the most desirable single corrective meas
ure to be employed by the teacher. The advantages of this
method are:
1. The individual conference provides an oppor
tunity for a private talk between the teacher as a
guidance person and the pupil who has exhibited a
behavior problem.
2. It affords the teacher an opportunity to ob
tain further information.
3. It provides the pupil with an opportunity to
express himself and to air his problems.
The drawbacks to this technique are that many
teachers are incapable of carrying on an interview or a
conference with an offender because ot {a) lack of knowl
edge, time, interest, and understanding of adolescent
problems, (b) feeling of moral indignation at the offend
er's actions, and (c) inability to achieve rapport be~
tween teacher and pupil.
All teachers in their teacher training should
have training in the use of interview techniques. Con
ferences are helpful techniques, if they are designed to
understand the cause of misbehavior, to learn the prob
lems the pupil faces, and to interpret school regulation
to the pupil as desirable for individual and group wel
fare.
Home-achoo~ co-operation. This measure of cor
rection recognizes the fact that the behavior problems
31
a pupil may evidence are rooted in his home environment
as well as in his school environment. Genuine co-opera
tion between home and school through conferences, home
visits, and social contacts can achieve remarkable re
sults, provided both parties are willing to understand
the pupil's behavior in terms of causes, and are sincere
about wanting to lielp him in his adjustment problems.
Schmidtchen (49:270) states: "Educate the parent and you
educate the child." The advantages of this method can
be summarized as follows:
1. Opportunity for establishing rapport between
the home and the school.
2. Parent and teacher may supply each other with
valuable information.
3. Provides opportunity for concerted attack
upon the causes of misbehavior.
4. Visits to the home provide an opportwiity to
see the pupil in his home environment.
The disadvantages of this technique are:
1. Teachers are not trained in many cases to
conduct interviews with adults nor to make home vis
its.
2. Teachers, many times, do not understand causes
of behavior themselves. They are unable, therefore,
to interpret intelligently pupil behavior to parents.
3. It is difficult to get the parents into the
school, or the teacher into the home.
4. Too many reports annoy parents, who feel that
the teacher is shJ.fting a problem for the handling
32
of wiich he has been trained, to them; or they may
feel that their child is being abused and singled out.
Helpful information which can lead to correction
of behavior can be obtained from home-school co-operation.
The teacher must be careful not to assume an authoritarian
position which will create antagonism with the parent.
Co-operation between the teacher and parent must Le con
tinually stressed if its purpose of helping solve the
youth's problems is to be realized.
Restitution and reparation. Restitution of things
unethically taken and reparation for things wilfully dam
aged or destroyed are generally considered fair and reas
onably effective forms of punishments. The advantages of
this type of action are:
1. Associates the punishment in a natural way
with the offense.
2. Teaches the child that damages done through
wilful action on his part need to be rectified.
3. Can be administered justly, fairly, impartial
ly, and unemotionally.
The disadvanta es of this method are:
1. Pupils may not have the money to pay for dam ages.
2 . Children frequently are able to obtain the
money from parents, which des roys the educative val
ue of the punishment.
In order for this form of punishment to be effect-
33
ive, it must educate the immature pupil to realize that
what he destroys affects the welfare of the entire group.
Its purpose is to teach him that he must make amends
when he has wronged someone. The teacher must make the
reasons for the punishment clear to the offender. If
the pupil is unable financially to pay the expenses of
restoration or reparation, the school should find a way
by which he may work out the damages.
Loss of privileges. Loss of privileges, especial
ly those of a social nature, is generally accepted in
the interests of training of the pupil. The beneficial
aspects of this method of dealing with behavior problems
are:
1. This form of punishment enables the child to
realize that, if his behavior destroys the effective
ness of the group, society will disapprove of that
action by not associating with him.
2. This measure is usually consistent to a large
extent with the type utilized in the home.
The main drawback in using this method of disci
pline is that it may, if not properly used, deny the
child the very thing he may need most, social participa
tion.
When loss of privileges is applied, it should
follow as a logical, natural form or correction with no
sort of retributory attitude on the part of the teacher.
Ways must be available so that, after the child had had
time to examine his conduct, he oan restore himself to
full privileges.
Rewards and prizes. he prime advantage of this
system is that it employs a positive instead of a nega
tive approach.
The chief objections to this method are:
34
1. Rewards may become ends in themselves instead
or means to good conduct.
2. Rewards may not be made available to all stu
dents on an equal basis.
3. Marks are sometimes used as rewards.
4. Tangible money and material prizes appeal to
greed.
Most authorities agree that rewards can be used if
they are available to all and if they appeal to higher
motives, such as group welfare, citizenship, and service.
Detention after school. The qualities favorable
to this type of approach are:
1. Substitutes for harsher forms of punishment.
2. Easily administered.
There are many objections and disadvantages to
this type of plan.
1. It does not consider causes of behavior.
2. The pupil realizes that he is detaining the
teacher at the same time.
3. It prevents the pupil and teacher from getting
35
recreation and exercise outside after school.
4. It makes heavy demands on the teacher's time.
5. Parents may need the child at home. This
could alienate the parents which would tend to cause
them to sympathize with the child and consequently
increase the barriers between the teacher and the
child.
6. The pupil may work after school. The home may
need the income from his work.
7. This system may cause friction among faculty
members because of conflicts which arise with other
school activities of which other teachers are spon
sors.
8. There is a problem as to what to have the pu
pil do during detention.
a) If the pupil does nothing but sit, there
i _ s no worth-while learning taking place.
b) If he does homework, he is learning f ·urther
to dislike school, since homework becomes
punishment.
c) If he does homework, he may take the atti
tude that this is an opportunity to get
his homework done so he will not have to
do it later. This destroys the punishment
effect of detention.
9. This type of control is often used for all
types of offenders with little or no distinction in
fitting the measure of correction to the offence,
and to the offender.
Pringle (18:301) coI11Inents about detention:
0
Any
method demanding no understanding is unpsychological; any
system easily administered needs scrutiny."
Salmu commenting on detention states:
Detention, added to a regimen already disagreeable
to the student, makes school more difficult, driving
the maladjusted chronic offender deeper into the
abyss of frustration and a gression, giving him an
other rule and regulation to violate in his fight to
achieve eminence in the only way he knows. (48:36)
It is a common practice to send pupils to a de
tention room where all violators are k ept under super
vision of a teacher. This procedure is doubly unsound.
The detention teacher is merely a policeman who can give
no help in solving pupil behavior problems. Each behav
ior problem can only be handled by the teacher who knows
the pupil best and has all the information necessary.
This is usually the homeroom teacher or it is the class
room teacher in whose class the pupil caused difficulty.
36
With this type of an arrangement, some teachers
make it difficult by sending large numbers of pupils to
detention. Research has shown t hat this type of system
is ineffective by the large number of repeating offenders
committed to the detention room during the year.
Dismissal from class and isolation. The advant-
ages of this method are:
1. This gets rid of the troublemaker or silences
him.
2. It may be effective, since it bars a pupil
from association with his group.
There are numerous criticisnIB to dismissal from
class as a mode of dealing with discipline problems.
1. It bars a pupil from necessary instruction.
are:
37
2. Creates a scene which often humiliates the
offender.
J. The pupil gets considerable attention and may
become a hero to the class.
4. It may be what the pupil wants, relief from
the boredom of classroom work.
Objections to sending the pupil out of the class
1. Bars the pupil from instruction.
2. Transfers the teacher's problem to other auth-
ority.
3. Consumes the time of the principal.
Isolation is not recommended because:
1. Supervision is required if the pupil is iso
lated in a room other than the classroom.
2. Bars a pupil from instruction when he is sent
out to an isolation room; may not be harmful when
the pupil is isolated in the same classroom.
The practice of sending pupils to the office may
be justified in severe cases. However, principals frown
upon a large number of petty cases being sent to the
office. One study showed that ninety percent of the prin
cipals queried, stated that there are conditions under
which pupils lose respect for teachers who send a great
many cases to the office (41:81).
Punishing the group for the offenses of one person.
This method may be expedient in arousing group
disapproval toward the offender, but it has serious draw-
38
backs in that it may align the group against the teacher,
an.d that it creates a ostile oup cli te .
This procedure is condemned by practically all ed
ucational authorities . This method should not be used
whether or not the teacher can identify the offender .
Enforced apologie. s . Teacher satisfaction is the
only advantage to this method, which is not really an
advantage since action employed should be for the benefit
of the pupil .
The disadvantages of this method are:
l. It stirs up resentment on the part of the
pupil .
2 . It embarrasses the pupil .
3. It forces the pupil to be hypocritical .
Ir the pupil can be shown how and why his actions
are undesirable, and he can be induced to apologize with
sincerity, this method may be useful . Then it is not en forced apology if the student is only induced. There fore , enforced apologies, per~, are not a desirable
means of coping with behavior problems .
Lol, vering The only advantage this method
appears to have is that it often satisfies the teacher's
need for surface order .
Tb.is approach does not treat the causes of behav
ior . It is also a misuse of mar~s, which are for indi-
cation of achievement progress. The teacher who uses
marks as disciplinary devices is incompetent.
39
Further undesirable practices most authorities do
not condone are threats and warnings, humiliation before
others, ridicule, money fines, and nagging.
Demerits. The use of demerits is of questionable
value for a disciplinary device. Though they may be
effective in maintaining order, they do not get at the
causes of the behavior problem. They require unnecessary
time in bookkeeping, which could be better used in coun
seling and in-service training for the teacher.
Fixed penalties for offenses s hould not be set.
This overlocics the reason for the offense. Each penalty
should be derived from each individual case. Fixed pen
alties cannot anticipate the many types of behavior that
will arise.
Corporal Punishment . Corporal punishment is re
jected by moat educational authorities. Even those few
who reconnnend it specify it as a last resort. Richardson
(47:16-17) asserts that corporal punishment destroys the
essential qualities of an effective teacher-child rela
tionship. The school does not fulfill its educative role
when it resorts to physical force and coercion. The
school must help chi l dren understand and accept authority
40
rather than merely conforming to it. The disadvantages
are summarized below:
1. Humiliates an older pupil.
2. Ineffective with older pupils, who may not
particularly dread it.
3. May create a personal battle between the pu
pil and the teacher. Pupil raay act in self-defense.
4. Deepens resentment and hostility of the pupil,
which many times is the cause of the misbehavior,
therefore, augmenting the behavior pattern.
Corporal punishment is based on the psychology of
fear. Sometimes it is even administered in a state of
anger. The entire class may sympatl1ize with the recipi
ent of the punishment, causing him to develop a "suffer
ing hero" complex, which would tend to augment the prob
lem rather than eliminate it.
This means of control is prohibited by the state
of New Jersey, the District of ColumbiR, and by forty
one percent of the school boards.
One survey (39:57) indicated that most superin
tendents (seventy-two percent) favored the use of corpor
al punishments in some cases, in a poll taken in 1956.
When administered, over half (fifty-four percent) felt it
should be by the principal rather than the teacher.
Teachers were more reluctant in their advocacy of
the use of corporal punisbment. For every rive replies,
one considered corporal punishment benericial if adminis-
41
tared in private, two felt it necessary in extreme cases,
and two felt it undesirable under all circumstances.
Administrators and teachers both felt corporal
punishment was more beneficial at the elementary level.
Corporal punishment should be employed only in
cases where st dents are completely unmanageable. It
should be used only after every other avenue is exhaust
ed. Before using it, the teacher should obtain the par
ent's consent. I t should be administered in private
with one adult witness. Williamson (24:17,38) states:
"Essentially, a punitive approach to discipline is a sim
ple and lazy method •••• Today, whipping is no longer
accepted as an effective means of teaching or of facili
tating learning on the part of the student."
Suspension. Those educators who recommend suspen
sion, do so with the extreme reservation. It benefits the
offender in that by removing him from the situation, it
allows the pupil time for reflection.
This method has serious drawbacks. They are:
1. Bars the pupil from instruction and causes him
to fall behind in his work.
2. Does not treat the causes of behavior.
3. Involves paronts, who may resent this extreme
action.
Suspension may be justified only in very unusual
circumstances. Though action may start with the teacher,
42
the principal and the board of education should be the
only authorities to suspend a pupil from school. Pupils
who are suspended must be permitted the opportunity to
make up the work they have missed if it is impossible for
them to do it concurrently through future assignments
from his teachers. Suspension should be abandoned when
the pupil has become aware of the seriousness of his ac
tion.
Expulsion. Expulsion is desirable only as the last
measure which a school can truce. It should be used only
for those cases of erratic behavior for which there is no
hope for improvement under school conditions, and then
only when the welfare of the group is seriously threat
ened. It is useful in empowering the school to get rid
of extreme cases such as mentally deranged youths, severe
delinquents, homosexuals, etc.
Expulsion as far as the offender is concerned,
rarely is helpful. It removes him from a normal setting
which, many times, augments his problem. A careful in
vestigation should be made of any student before expell
ing him.
Expulsion is generally regulated by state law. Ad
ministrators and the school board must be the final auth
ority for expulsion. When a student is within the com-
pulsory age limits of education, provision must be made
for other instruction, such as committal to an institu
tion.
II. SUMMARY
From the previous considerations, the following
conclusions can be made:
43
1. Corrective measures must be based upon under
standing the student, and sound guidance procedures.
2. The purpose of any correction device is the
betterment of the adjustment of the individual or of the
group.
3. Measures must be taken for the welfare of the
individual, and for the welfare of the group. A measure
applied to an individual must be detrimental neither to
the pupil's personality nor to the group climate. In
case a choice has to be made bf,t1- 1een the welfare of the
individual and the welfare of the group, the welfare of
the group takes precedence.
4. In using punishment, the simple measure should
be exhausted prior to using corrective measures.
5. Punishment should be administered impersonally,
unemotionally, objectively, and privately.
6. The corrective measure should fit the offender,
and the offence. Motive of the offender should be given
consideration.
7. All preventive measures should be exhausted
prior to using corrective measures.
8. Fixed penalties should not be established.
44
9. Punishment should be administered, when possi
ble, at the time of offense. Buhler (2:227)related that
punishment can be helpful if it assists the student to
understand the consequences of his behavior and suggests
more constructive methods of behaving.
10. Desirable corrective measures, in general, are
individual conferences, co-operation with parents, resti
tution and reparation, loss of privileges, and the use of
rewards.
11. Questionable or undesirable measures are de
tention, dismissal from class, sending to the office,
punishing the group, extra tasks, enforced apologies,
lowering the marks, threats, humiliation, money fines,
and demerits.
12. Corporal punishment, suspension, and expulsion,
are to be used in extreme situations only, and then with
appropriate precautions.
CHAPTER VI
CLASSROO MEASUR ES
One source (41) presented an excellent analysis of
the role of classroom procedures in discipline. The dis
cussion here follows the general t hought of that present
ation . •
I. THE ROLE OF THE TEACHER
The teacher himself is the most important single
factor in the problem of discipline. Personality traits
of the teacher can account for the lack of, or the pres
ence of, dis ~iplinary problems. Personality traits can
be improved if the teacher is willing to mak e an effort.
Teachers' attitudes are reflected in their own be
havior. Hand (12:146) discovered that teachers generally
want stron discipline. By this is meant, a high degree
of order, authoritarian control, and quick punishment
for offences.
Teachers must harbor no prejudices against individ
uals or groups. They must have unders t anding attitude
toward mental handicaps as well- as for physical handicaps.
The rational Committee for Iental Hygiene remarks about
the lack of awareness on the part of teachers: "The ex
t ent to which t eachers i nfluenc e the emotional development
of children is seldom recognized even by teachers them
a elves" (41 :40).
II. R ESPON SIBILITI ES OF TH E TEACHER
46
Good grooming plays an important part for the
teacher in the respect given him by the students. A
teacher who is careless about his dress and appearance,
will not be regarded with esteem by his pupils. One
writer (16:284) writes:
11
A recognition of the authority
is the first condition of effective school govermnent."
Posture and mannerisms have significance in the
problem of control.
attention of pupils.
A slouching posture does not command
The use of the hands and facial ex-
pressions may be effective for teaching, but care mu.st be
taken that the use of them is not overdone.
Popularity has to be handled with caution. It is
natural to want to be liked by one's students, but care
must be taken for the teacher to maintain a professional
a t titude. To be "one of the boys" is usually a mistake
since respect is exchanged for popularity. Smith (50:15)
states:
11
Be friendly with all, yet intimate with none."
M ost writers felt that the teacher should be firm at the
beginning of the school year. Crossan (2 9:460) related
t hat surveys and research studies have indicated students
pref er a strict teacher. Ps ychologists indic at ed that
47
consistency is more important than strictness (22).
A major source of disciplinary difficulties lies,
in many cases, within the teacher. Teachers who have
been frustrated in their desires often displace their
aggression onto their students. Fenton (9:289) found
fifteen percent of the teachers studied, seriously mal
adjusted. A study made by he National Educational Assoc
iation showed one third of all teachers studied were
nervous, and two fifths had worries that interfered with
their teaching (17:36-37,77). Wickman (23:179) con
cludes: "The abil·ty to cope effectively with behavior
problems in children is considerably dependent on the
adult's own adjustment to these problems in personal
experience."
A teacher must analyze his own values and stand
ards of conduct. They may be using pupils to satisfy
their own need of someone to love, their desire to domin
ate, or for approval and recognition. Symonds states:
Harsh teachers may be compensating for emotional
lacks or to hide deficiencies in teaching skill.
Compensa ions they exhibit are sarcasm, attitude
that the teacher is always right, hypercritical atti
tude, vie for popularity, fussiness , verbosity about
their personal experien~es , and killin time with
side issues. They resort o jealousy, temper tantrums
or sulkiness ••• Persons who are easily shocked at
others may be suspected of harboring de pseated but
unfilled desires themselves . (21:223)
The teacher should be an example of good conduct
and hi h ethics. Students can readily detect if a
48
teacher has true interest in them, and is worthy of their
confidence. The teacher should not try to put on a false
front or g~ve an unreal impression of himself to his stu
dents because it will not take them long to find out what
he is really like, anyway.
Summary. The personality of the teachers is a
vital part of the problem of discipline. A well-adjusted,
happy genuine personality is an indispensable factor in
effective teaching. Farrar relates:
I,
The classroom teacher who is ever conscious of the
problem of discipline, and who sets about to do some
thing about it, can by a well co-ordinated program
of teaching, coupled with firmness, fairness, and a
proper emphasis ugon moral and spiritual values,
play a significant role in determining the discipline
pattern of the school (31:442).
III. METHODS OF INSTRUCTION
There is a positive correlation between discipline
and methods of instruction. Teachers who experience dif
ficulty in maintaining classroom control, may find that
the difficulty lies in the methods of instruction. Disci
plinary problems will be fewer in number if the lEissons
are of interest to the learner and he has su.:fficient oppor
tunity to participate in them. Smith (50:15) states:
"Careful advance planning or the ir1structional program
will solve most discipline problems before they exist;
busy children are usually well-behaved children."
49
Motivation. The problem of interesting the learner
in the subject matter and fitting that subject matter to
the needs of the learner is a fundamental task of the
high school teacher. Buhler (2:205) states that the
child is motivated to do his best when the task at hand
is interesting, and when he sees the relationships of his
efforts to the goal he holds for himself.
Different approaches will be successful with dif
ferent groups and individuals, Clues to good motivation
may be found in (1) the use of review-preview technique,
a review of what has transpired, and a preview of what
will go on in class that day, (2) the use of unique and
timely events, such as holidays and special school events,
(3) the relation of the material to the goals of the
learner, showing how the specialty, being taught, is re
lated to the vocational ambitions of youth, and (4) the
use of stimulating conclusions and assignments.
Routine. Procedures in administrative details of
classroom management will eliminate many behavior prob
lems. The teacher, through establishing routine patterns,
will avoid confusion which brings on disorder. Such
tasks as taking the roll, distributing materials and
sharpening pencils, create opportunities for additional
disorder, loss of time, and valuable instruction.
W alker (34:421-423) ives the following advice to
teachers on clas oom routine:
1. lan the day
1
s work in advance.
2. Be sure students know assignment.
3. lace time limit on all written work.
4. Do not teach in military attention.
5. Be in room ahead of students.
6. Start the class to work at once.
7. Grade and return all written work.
8. Learn the names of your students quickly.
9. Use a seating chart.
orey (35:5-8) adds the following suggestions:
50
1. Seat the students in alphabetical order, mod ify to meet individual problems as deafness and in
ability to see the board . Allowing students to choose
their own seats, however, is usually a mistake, even
for the experienced teacher, as the temptation to
talk or otherwise cause di~•turbance is great for stu
dents who are close friends.
2. Enter adverse discipline directly, in pencil,
on seating chart to recognize small misdemeanors
which cumulatively lead to class disorder, but do not
make an issue of them until there is a record of re
peated small offenses.
Adolescents are prone to seize the opportunity for
contributing to confusion, if the teacher sets the exam
ple. Established habits of managing the routine of the
classroom with the assistance of pupils in that management
ives the pupils a feelin of security.
resentation. The manner of presentation greatly
51
aid.a the success the teacher will have in instilling the
important concepts of the course into his pupils. This
calls for a wide variety of techniques. Whenever possible,
a variety of activities should be brought into the single
class period. Well-planned variation of the program will
stimulate pupils to learning . The use of audio-visual
aid, illustrations, demonstrations, and anecdotes, are
useful methods of presenting subject matter. Inspiring
presentation takes all the knowledge and skills a teacher
has.
Participation. The best order and the most effect
ive training in self-discipline will be obtained through
joint participation of the teacher and the pupil. Stu
dents can, under proper leadership and guidance, partici
pate in the choice of goals , methods for achieving these
goals, and evaluation of results.
M ore desirable results will be achieved when the
pupil feels that he is responsible to the group for an in
dividual assignment, that the members of the group are de
pendent upon him for co1npletion of his phase of tl1e task,
Pnd that his success or failure affects the welfare of the
entire group . Care must be taken that no student is iven
an asaig ent beyond his capacity. If this occurred, the
student might feel that he has let everyone down, rather
than just the teacher, which might prove to be a traumatic
52
experience for him. O n t h e w hole, however, group partic
ipation has many psycholo ical advantages which have been
veri fied by research.
ethods of instruction, planning, and participation
differ with different groups. Cunningham (30:34-35)
describes patterns for handling groups. Starting with
the least desirable form, she set down five types, of
which the last is the most desirable form.
1. Adult rule, child obedience. The teacher
issues commands, dictums, directives. The groups
react with docile obedience or open hostility. Dev
iates who do not conform or have had experiences
differing from the group are classified as "disci
pline problems."
2. Planless catch-as-catch-can procedure. Dis
integration of group cohesion with intense rivalry
for power by aggressive group rr1e1 11bers and withdr•awal
by non-aggressive members.
3. Teacher planning with individuals. One indi
vidual may react with initiative or creative thinking.
The group situation disintegrates into competition
with other individuals.
4. Adult-directed group planning. The teacher
designates the ·area or scope of group planning. The
teacher should not provide opportW1ities f or self
direction too far beyond the capabilities of the
group nor too far below. If the teacher successfully
places the group, the group may expect maximum co-op
eration learning , good group living, group self-dis
cipline.
5. Group self-management through group planning.
The group develops goal, plans to attain the goals,
co-operates in achieving them, evaluates the progress.
This system will not work i f they have not been
taught the skills of group self-management.
53
Cunningham (30:35) states: "The appropriateness
of the pattern is determined by the goals of the group ,
nature of the situation, security of the teacher or
group or both, and by the skills of the teacher and the
group." Through participation, learning of the subject
matter becomes more pronounced, democratic skills of cit
izenship are learned, morale is made higher, and disci
plinary difficulties are reduced.
Summary. The method of instruction used by the
teacher will contribute to the red ction of disciplinary
problems if he (1) interests the learner through varied
motivational techniques , (2) avoids confusion through
good planning of classroom routines, (3) presents the ma terial in a variety of stimulating ways, and (4) provides
for all participation of all class members.
CHAPTER VII
CO CLUSIONS, RECOMMEND IONS, AD S1JMr.'.IARY
I. BASIC CO~SIDERATIONS ABOUT DISCIPLINE
O liva (41:85-89) gives some fundamental ideas on
discipline. The implication that discipline is a trivial
matter is entirely without warrant. Studies have shown
that very few teachers have succeeded in their work with
out undergoing many strenuous and sometimes traumatic ex
periences in dealing with rebellious boys and girls .
The roots of behavior problems reach deep into the
character of disturbed individuals. It is a difficult
job for the teacher to truce time to discover the causes
of problem behavior, to counsel students, and to feel gen uinely concerned for student's problems. Yet, if the
teacher is to fulfill the objective set for him, that is,
to facilitate well-rounded growth in every aspect of the
pupil's social, emotional, and int ellectual development,
he must help each student, individually, to the best of
his ability.
It is impossible to write for one method of disci pline which would be applicable to all behavior problems .
ethods of discipline used by a teacher will vary with the
individual, the school, the home, the community, and with
the group. This shows that it is impossible to have an
55
advance treatment for any specific type of problems .
The philosophy of punishment today is seen as some
flexible, varying with the circumstances. Some like to
have set, standard punishments for certain offenses,
without considering the motive, maturity of the offender,
and general circumstances prompting the deed. The courts
consider these things, why shouldn't the schools? Differ ences in situations make it difficult for the teacher to
obtain assistance from other members of the staff who is
acquainted with the problems of the pupil. Teachers may
recommend to fellow members, techniques which have worked
for them. Redl (20:37-39) has cautioned on this practice,
indicati on that to know whether techniques work, they
must know :
1. The individual and the group .
2. Whether the speaker advocating the techniques
means those applicable to an individual child or the
group as a whole.
3. Whether surface behavior or basic at titudes
are being considered.
Training in self-discipline should be of primary
~mportance to this society. Social learnings are import
ant to the welfare of democracy. No assertion is put
forth here that the schools can accomplish this objective
of self-disciplined citizens alone, but they can do more
than they a. re doing. The hope of df"lmocracy rests to a
great extent in the public schools.
56
Harsh, repressive measures are least effective in
achievement of the goal of democratic self-discipline.
Thorpe (22) states: "The modern interpretation of dis
cipline does not dis pense with punishment, but utilizes
it only when there are reasonable indications that it will
result in the ultimate personal welfare of the child.n
II. RECOMMENDATIONS
The four basic principles of discipline in the
democratic school as given by Sheviakov and Redl (20:7-8)
are:
1. Devotion to humanitarian principles and ideals.
2. Recognition of the inher ent dignity and rights
of every human being.
3. Self-direction and self-discipline.
4. Understanding of the goal in view.
These principles r epresent the mental hygiene point
of view as well as the essence of democratic ideals of
discipline. They are believed to provide a sound be.sis
for testing specific disciplinary techniques. The follow
ing summary of criteria for evaluating disciplinary meas
ures was presented by Thorpe (22:535-536):
1. Avoid the use of student's fears as a basis f or
disciplinary measures.
2. Develop group morale and share the responsibil
ity for discipline cooperatively.
57
3. Never use ridicule or shame as motivation.
4.
11
laintain an "accepting attitude."
5. Respect the child as an individual.
6. Be consistent and positive in the approach to
discipline problems.
7. inimize dictatorial or authoritarian methods
on the part of either the teacher or student leaders.
8. Aim at all times to influence basic attitudes
constructively, even though immediate emer ency
techniques for changing surface behavior may some
times be necessary.
9. Evaluate any disciplinary device in terms of
the welfare of both the group and the individual con
cerned.
10. Prevent, rather than solve, discipline prob
lems whenever possible.
11. Be objective and realistic about individual
"cases" or situations which cannot be handled in full
accordance with mental hy iene principles .
12. Remember that disciplinary motivation cannot
be divorced from learning-situation motivation.
13. Develop a satisfactory "group climate.
11
14. Teachers' insecurities should be analyzed in
relation to the demands of both the class group and
individual pupils.
15. Avoid making judgments on the basis of surface
behavior. Make a distinction between symptoms and
causes.
16. Do not over-o ganize or attempt to make set
rules and routines.
17. Recognize that punishment should be the natur
al consequence of a wrong act and not be merely
tencher-impos ed.
18. Be sure that the chil derstands the disci-
58
plinary method involved and that he feels it to be
the result of a situation rather than the whim of an
arbitrary adult.
It is believed if the above principles are orient
ed into the teacher's concepts and methods of discipline,
the problem will greatly diminish.
Checklist. To assist the teacher who wishes to
check his method of discipline with what is commonly
held to be desirable practice by authorities in the field,
a checklist has been included (41:94-95):
Classroom Teacher's Checklist on Discipline.
Answer "Yes" or "No" after each question. "No"
answers will indicate poss i ble sources of trouble.
1. Do I have a clear definition of discipline?
2. Do I have a clear conception of American democ
racy?
3. Do I have a clear philosophy of education?
4. Am I acquainted with the more recent findings
about the nature of learning , the individual,
and the group?
5. Am I aware of the social, emotional, and educa-
tional needs of all American youth?
6. Am I consistent in my methods of discipline?
7. Do I use punishment only as a last resort?
8. Do I realize that all behavior is cawed?
9. Do I ever take pains to discover causes of
misbehavior?
10. Do I realize that surface order is not the goal
or discipline?
11. Do I consider myself as a pupil personnel worker
rather than as an expounder of subject matter?
12. Do I re alize the conflicts adolescents of dif~er
ent socio-economic levels face in middle-class
schools?
13. Do I use guidance resources?
14. Do I believe that education f or every youth must
be provi ded?
15. Am I sympathetic to the problems of my pupils?
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
59
Do I counsel my pupils often?
Do I make provisions for individual differences?
Do I allow for physical differences?
Do I allow for mental diff eret1ces?
Do I allow for social and emotional differences?
Do I make home visits or encourage parents to
come toschool for discussions?
Do I ma\ntain an attractive environment in the
classroom?
Do I co-operate fully with my colleagues?
Do I know all the members of my class as indi
viduals?
Do I know the members of my class as a group?
D~ I encourage participation in all phases of
classroom activity?
Do I make the punishments fit both the offense
and the offender?
Do I send none or only a few pupils to deten
tion?
Do I have a pleasant voice?
Do I use language the pupils can understand?
Are my standards for the pupils reasonable?
Do I watch my grooming, posture, and mannerisms?
Do I avoid seeking cheap popularity with the
pupilsi
Do I keep my personal troubles out of the class
room?
Do I accept all pupils on equal terms?
Do I avoid the use of sarcasm, ridicule, humili
ation, and threats?
Do I avoid being hypocritical in my own conduct?
Do I have a sense of humor?
Do I avoid temper outbursts?
Am I aware of my own adjustment problems?
Do I avc,id having pets or peeves?
Do I know my subject matter well enough?
Do I use all school resources in studying indi
vidual cases?
Am I familiar with, and do I use guidance tech
niques?
Do I permit criticism of the course by my pupils?
Do I keep adequate records?
Do I motivate the learners well?
Are my routine procedures well managed?
Do I give my pupils responsibilities?
Do I keep the classroom tuation free from un
necessary pressures?
Do I use a variety of methods of instruction?
Do I prov de opportunities for group participa
tion?
60
If the classroom teacher can answer "Yes" on all
these questions, behavior problems in the school will be
fewer and the goal of self-discipline will be nearer
reached.
Summary. This chapter represents recommendations
which, if followed, would accomplish a great deal toward
solving most of the teacher's discipline problems. The
teacher must be devoted to humanitarian principles, rec
ognize the rights of every individual, and recognize and
strive for self-discipline.
Educational programs, of which the disciplinary
aspect is a part with adequate support and approval, are
the most effective and economical measures that can be
taken to conserve our human resources.
III. SUMMARY
From out study, we learned how the concept of dis
cipline in the United States proceeded from the rigid
authoritarian views held by the early colonialists to the
modern concept of self-discipline with direction. The
emphasis has changed from punitive to prophylaxis.
I t was observed that, in general, teachers were
not aware of the actual serious symptoms of maladjustment.
It appears that they were primarily concerned with sur
face control, w hich pointed out the need of re-education.
61
From the study, we find that the teacher must be
cognizant of, and orient his corrective methods around,
sound pnychological principles, if he is to make the op
timum contribution to the complete well-being of his
students. leasure should be used, wherever possible, that
treat the cause rather than just the symptom of a behav
ior problem.
Since the personality of the teacher is a vital
part of the problem of discipline, we saw that a well
adjusted, happy person of high moral standards is indis
pensable in the most effective teaching.
The results of the study pointed out that the
method of instruction can play an important part in the
reduction of behavior problems. A good method of in
struction was found to (1) motivation, (2) good planning,
(3) effective presentation, and (4) take individual dif
ferences into accoW'lt.
BIBLIOGRAPHY
3.
5.
64
BIBLIOGRAPHY
A. BOOKS
Baruch, Dorothy W. New Wazs in Discipline. New York:
McGraw-Hill Book Company,1949.
An excellent book with many practical examples
for the parent on childhood discipline. One
chapter is devoted to discipline in the school.
F.apecially helpful in dealing with problems at
the elementary level.
Buhler, Charlotte and others. Childhood Problems and
the Teacher. New York: Henry Holt and Company,
!'9,2.
Special attention is given to informing the
teacher on the dynamics or behavior problems so
that he may observe what he can achieve in
various circumstances. Gives description, with
examples, of the type of problems with which the
teacher needs specialized assistance.
Bullis, H. Edmund, and Emily E. 0
1
Malley. Human
Relations in the Classroom. Wilmington,
niiaware: -it'h.e Delaware State Society for Mental
Hygiene, 1947.
A helpful guide, expecially for the elementary
teacher, into the - problems of human adjustment.
Contained in this volume are thirty different
lessons planned to give students insight into
their own problems.
Butts, R. Freeman. A Cultural History of Education.
New York: McGraw-Hill Book Company;--1948.
A comprehensive presentation of all phases in
the development of education from primitive
times to the present. The prevailing view of
discipline in each era ot development is
presented.
Classroom Control: A Handbook for the Senior High
School Teacher. -Long Beach Public Schools:
Office or Curriculum Development, Division of
Instruction, 1956.
Contains practical suggestions, prepared by
a group of teachers, counselors, and adminis
trators. Suggestions helpful for surface control
in the classroom, and are not designed to treat
the cause of the problem.
65
6. Cunningham, Ruth and others. Understanding Group
Behavior of Boys and Girls. New York: Teachers
College, Columbia University, 1951.
An effective book in increasing the teacher's
skill in working with pupils and parents. Special
attention is given to methods of structuring
learning experiences which foster good group
relations.
7. Cutts, Norma E., and Nicholas Moseley. Practical
School Discipline and Mental Hygiene. New York:
Houghton-Mifflin Company, 1941.
A research analysis of reports from four dif
ferent states on behavior problems as reported
by the pupils themselves.
8. Dewey, John and others. Art and Education. Barnes
Foundation Press, 1929.
Presents discussion as to his real position
on methods of creatin individuality in the
school child.
9. Fenton, Norman. Mental Hygiene in School Practice.
Stanford, California: Stanford University Press,
1943.
Contains informative results from study made
of teachers as to their own personal adjustment.
10. French, Will and others. American High School
Administration: Policy and Practice. New York:
R1nehard and Company, 19:sr:-
Presents and excellent discussion on causes
of disciplinary problems together with a discus
sion to the part played by the administrator in
dealing with such problems.
11. Garinger, Elmer H. The Adminstration of Discipline
in the High School. New York: Bureau of
Publications, Teachers College, Columbia Univer
sity, 1936.
Presents the administrators view on the prob
lems of discipline. Contains results of surveys
showing what kinds of practices are used in
dealing with discipline.
12. Hand, Harold. What People Think About Their Schools.
Yonkers: World Book Comapny, 1948.
Contains discussion of the opinions of both
parents and professional educators on various
disciplinary concepts.
16.
17.
18.
19.
Harris, Pickens E. Changing Conceptions of School
Discipline. New York: The MacMilla1Coinpany,
1928.
66
A thorough treatment of the evolution of dif
ferent philosophies of school discipline.
Special attention given to newer concepts
brought about by the scientific movement.
Lane, Howard, and Mary Beauchamp. Human Relations in
Teaching. New York: Prentice-Rall, 1955. -
A valuable contribution to the study of group
relations, containing many new insights in the
dynamics of learning how to live together.
McCreary, William M., and Donald E. Kitch. Now Hear
Youth. Bulletin of the California State Depart
ment of Education. Vol. 22, No. 9. Sacramento:
State Department of Education, 1955.
A report on the California co-operative study
of school drop-outs and graduates.
Monroe, Paul (ed.). A Cyclopedia of Education.
Vol. V. New York: The Iv'IacMillan Company, 1911.
Slightly outdated, but contains excellent
discipline discussions noting some of the more
outstandin studies done up to that timo •
.
National Education Association. Fit to Teach. 9th.
Yearbook of the Department of Clas'sroom Teachers.
Washington 6, D. c.: National Education Assoc
iation. 1947.
A study of the emotional stability and general
health of teachers with many excellent suggest
ions for the improvement of such.
Pringle, Ralph W. The Psychology of High School
Discipline. New York: D. c. Irealth and Company,
1931.
A consideration of the problem of discipline
in a very practical framework. Suggestion for
many types of problems are given. Presents an
evaluation of the common methods of discipline.
Smith, Henry P. sychology in Teaching. 1Jew York :
Prentice-IIall, 1951.
A very careful analysis based on original re search into classroom difficultles in the public
schools, concentrating on the principles of
educational psychology.
20.
21.
22.
23.
67
Sheviakov, Geor e V., and Fritz Redl. Discitline for
Today's Children and Youth. ashi~ston , D. c.:
National Educatlon Association, 1944.
A concise analysis of discipline, both in
theory and practice. Mentions main problems and
certain preventive measures.
Symonds, Percival. Mental Hygiene of the School
Child. New York: The MacmillailCompany, 1938.
A general consideration of the emotional prob
lems of children. Presents excellent analysis of
some of the underlying causes for certain dis
ciplinary approaches from the standpoint of the
teacher.
Thorpe, Louis P. The Psycholo5y of Mental Health.
New York: The Ronald Press Company, 1950.
An excellent presentation concerning the psych
ology of adjustment and dynamics of personality.
Contains helpful auggestions for evaluating dis
ciplinary measures from the mental hygiene point
of view.
W:tckman, E. K.
Attitudes.
1928.
Children's Behavior and Teacher's
New York: The Commonwealth Fund,
A classical and revealing study comparing the
teacher's view of various behavior problems with
the attitudes of mental hygienists.
Williamson, E.G., and J. D. Foley. Counseling and
Discipline. New York: McGraw-Hill Book Company,
1949.
An authoritive work dealing with the problem
of discipline primarily from the viewpoint of the
counselor. Included in this volume are examples
of vario1lS behavior problems and the measure
utilized with the corresponding results of each
case. Deals mainly with problems at the college
level.
B. UNPUBLISHED :MATERIALS
25. Bringhurst, Jack R. "Practices and Principles of
Classroom Discipline." Unpublished Master's
project, The University of Southern California,
Los Angeles, 1957.
68
26. Cross, George Gordon Jr. "The Effect of Classroom
Procedure on Seventh Grade Behavior." Unpub
lished Master's thesis, The University of South
ern California, Los An eles, 1956.
D. PERIODICALS
27. Baker, Harry J. "The Education of Behavior-Problem
Children, "Journal of Education Sociology,
6:362-70, 1946.
28. Cochrane, Roy. "Moral Training of Culprits," The
Clearing House, 31:263-7, January, 1957.
29.
30.
31.
32.
33.
34.
35.
36.
Crossan, Robert D. "Success in Classroom Control,"
The Clearing House, 31:460-2, April, 1957.
Cunningham., Ruth. "Group Discipline, "National Edu
cation Association Journal, 38:34-35, 1949.
Farrar, Roberts. "The Part School Morale Plays :tn
Determining the Discipline Pattern, "California
Journal of Secondary Education, 31:442, November,
1955. -
Grennough, Fred J.
0
Teacher Responsibility and Auth
ority in Enforci~ Discipline in California
Public Schools, "California Journal of Secondary
Education, 32:199-203, April, 1957. -
Henning, Carrol. "Discipline: Policy and Practice
in 225 High Schools, "The Clearing Houa e, 23:
266-75, January, 1949.
Konold, A. Ewing, and Lloyd w. Walker. "Classroom
Discipline and Management in the Secondary
School," California Journal of Secondary Educa
tion, 30:421-3, November, 1955'.
Korey, Edward L. "Success in Discipline," High
Points, 39:5-11, January, 1957.
Lloyd, Bruce A. "Why Not Discipline?" Michigan Edu
cation Journal, 34:373-6, April, 1957.
Mazzei, Renato. "Factors Affecting Discipline in the
Classroom," The Clearing House, 31:150, Novem
ber, 1951.
38.
39.
41.
42.
43 .
44.
45.
46.
48.
69
M cGuire, Carson, and George D. hite. "ocial
Class Influences on D i scipline at School,
11
Edu
cational Leadershl, 14:229-31, January, 19577
"ost Superintendents Favor the Use of Corporal
unishrnent,
11
ations Schools, .58:.57- 8, July,
1956.
0
1
Connor, illiam F. "Can Student Teacher s Be
Taught Classroom Control'?n The Clearin House,
31:39-41, September, 1956.
Oliva, Peter F. "High School Discipline in American
Society,
11
The Bulletin of the National .Assoc-
19g1on of Seco~dary SchOOl Principal,_~, 40:1-96,
1 6.
Olson, Lionel R. nEffective Disciplinary Practices
of Secondary School Administrators ," The Amer
ic~ School Board Journal, 134:41-2, February,
1957.
Pfeiffer, Isobel L. "Not Discipline Again!" The
9earing House, 31:403-6, March, 1957.
Ramsey, Curtis P. "Classroom Discipline: A New
Approach to Reality," Peabod~ Journal of Educa
tion, 34:200-14, January, 19 7.
Reynolds, Marys. "Who Should Discipline?" The Edu
cational Forum, 20:457-65, May, 1956.
Richardson, Sybil. nshall the Rod Be Spared in
School?" National Parent-Teacher, 51:16-18,
January, 1957.
Salmu, Amos M. "How Effective is Detention?" Calif
ornia Teachers Association Journal, 52:35-7,
November, 1956.
Schmidtchen, Paul W. "Corporal Punishment and Dis
cipline," The Clearing House, 31:267-70,
January, 1~.
49. Smith, A. c. "Is Your Discipline Showing ?
11
The
Texas Outlook, 41:15, March, 1957.
50.
51.
52.
53.
54.
Snyder, W alter F., and Henry c. Gregory. "What
Practices in School Discipline Develop Better
Student-Teacher Relationships?
11
The Bulletin
70
of the National Association of Secondary School
l>r'incipals, 41:256-60, Apr11;-1~56.
Spencer, Lr.le M . "The Counselor's Role in Disci
pline,' The Personnel and Guidance Journal,
35:292, January, 1957.
Spinning, James M . "Discipline Today," Nation's
Schools, 58:45-7, December, 1956.
Taler:a.tova, z. "Conc erning Disciplinary Education
in the School," Educational Outlook, 30:113-18,
M ay, 1956.
Trow .v William c. and others. "Psychology of' Group
Behavior: the Class as a Group," Journal of Edu
cational Psychology, 41:322-38, October, 19'50.

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Asset Metadata

Creator Hopkins, Kenneth D. (author)

Core Title The role of the teacher in dealing with behavior problems in the classroom

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1958-06

Publication Date 08/01/1957

Defense Date 08/01/1957

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Digitized from microfilm by the USC Digital Library in 2023 (provenance)

Advisor Wagner, Elmer E. (committee chair), LaFranchi, Edward H. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113174102

Unique identifier UC113174102

Identifier Ed '58 H794 (call number),etd-HopkinsKenneth-1957.pdf (filename)

Legacy Identifier etd-HopkinsKenneth-1957

Document Type Thesis

Format theses (aat)

Rights Hopkins, Kenneth D.

Internet Media Type application/pdf

Type texts

Source 20230616-usctheses-microfilm-box8 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu