Murderers would be roaming the streets and everybody would be stealing from each other, because there would be no consequences for their actions. Discipline acts as a vital deterrent to stop children being naughty, people from missing work, and even potential criminals from stealing and killing, and for this reason it is vital in human society.
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Abolishing appeal panels would simply mean many more cases ending up in court, and that is not in anyone's interests. The right approach is to reform appeal panels.
And that is precisely what I am doing. The new regulations that I am announcing today will come into force next month. They will make four very significant changes in the make-up of appeal panels and the way they work. First, panels will in future be made up of a serving or retired head teacher, a school governor and a lay member. In other words people who understand the realities of dealing with school discipline will from now on play a major part on the panels.
Second, the panel will have to balance the interests of the excluded pupil against those of the school community as a whole. Third, panels will not be able to overturn exclusions solely on technicalities.
And fourth, panels will be able to conclude that a pupil should not have been excluded without automatically having to order the pupil's reinstatement. At first sight, the fourth change may look odd.
But the reasoning is simple. Education depends on relationships between school staff, pupils and families. Even where an exclusion was not fully justified, relationships may sometimes have broken down to such an extent that it is no-one's interests for the pupil to return to that school. Reforming appeal panels will, I believe, reinforce heads' authority and discipline in schools. Making parents face up to their responsibilities Finally, I want to turn to the role of parents because as we all know discipline begins at home.
Parents must face up to their responsibilities. But I know some parents need help to do that. So the new measures we will be introducing will combine sanctions with support. Some parents think that responsibility for their child's behaviour stops at the school gate.
I want them to be absolutely clear that it doesn't. So we are looking at ways of strengthening Home-School Agreements. For example, we are proposing to introduce parenting contracts when pupils are excluded for a fixed-term. Parents would be asked to sign a contract agreeing to attend parenting classes with the aim of improving their child's behaviour.
This would be backed by the threat of a court-imposed Parenting Order if they refused to sign or broke the contract. Parents' other key responsibility is making sure their child gets to school every day. Most parents take that responsibility seriously, but too many do not. The sad fact is that half the children stopped in the national truancy sweep in May were with their parents. The current national sweep and publicity campaign will help to tackle the problem of condoned truancy.
But we need to go further. The first step is to make best use of existing legislation. Failing to secure your child's regular attendance at school is, as I highlighted earlier, a criminal offence for which parents can be prosecuted. But this can be a lengthy process. So we are developing a faster and more focused approach. From next month, nine LEAs will act as pathfinders for fast track truancy prosecution. More LEAs are set to join the project in the months that follow. Parents who have condoned or ignored truancy will be given 12 weeks to achieve a sustained improvement in their child's attendance.
A court hearing date will be set for the end of that period. If attendance does not improve the hearing will take place on that date. If these pathfinder projects are successful we shall extend the scheme nationwide. Simple prosecution is right for the hardest cases. But schools and LEAs need a wider range of tools to deal with parents in different circumstances. So we are planning new legislation to give schools and LEAs an explicit power to arrange parenting contracts for truancy.
As with contracts for bad behaviour, parents would be asked to sign a contract agreeing to attend parenting classes and to achieve a sustained improvement in their child's attendance within a specified period.
In most cases the contract would be backed by the threat of sanctions. So if parents refused to sign or broke the contract they would be prosecuted or, under legislation we propose to enact in the forthcoming Anti Social Behaviour Bill receive a fixed penalty notice. Police and education welfare officers would have the power to issue fixed penalty notices following truancy sweeps or in other circumstances where a pupil's absence is clearly unauthorised.
Head teachers will also be able to apply this sanction should they consider it appropriate. It will be a matter for their judgement. And it will be for head teachers to set out the precise rules for authorising absence in each school by, for example, including them in the home school contract. For our part we shall provide national guidance on how best to do this. The level of the fixed penalty would be lower if parents paid promptly.
And as with other fixed penalty schemes parents would, of course, be able to appeal to a magistrates' court against the imposition of a notice.
Fixed penalty notices are just one part of our assault on truancy and bad behaviour but they will be a useful way of giving parents a sharp reminder of their responsibilities. Conclusion What I have described in this speech is a major programme of investment and legislative change aimed at achieving substantial improvements in behaviour and attendance over the next three years.
The scale of this programme shows the strength of my commitment to raising standards of discipline in schools by restoring heads' authority. So does the radical nature of some of the measures it includes. They are bound to provoke debate, and I look forward to that. Discipline and respect for authority may be unfashionable concepts. But let's not be afraid to use them. Because in the end what matters is the future of our children. We owe it to them to have the chance to grow up in a society that is safe and to learn in an environment where there is respect for all.
Heads, teachers and other school staff deserve respect. There can never be any justification for subjecting them to assault - verbal or physical. The five points of the plan are: It may be a state of affairs. Imposed in unwilling pupils by external authority or it may be a state of affairs.
The result of affairs the result of pupils willingly submitting, themselves to certain good influences order in classroom is essential and there are always some children is a large class.
Who are difficult and exceptionally slow to learn the art of being willing disciples. One important reason is that a strict teacher, by maintaining order, makes it possible for children to do the best work of which they are capable and in this way he enables them to experience a very satisfying joy of achievement.
Children do not learn to become willing disciples, as some theorist seem to suggest merely by being left to do what they like. There is a connection between freedom end discipline and both grow together. They are necessary one to the other.
Anywhere we go discipline is necessary in any institution whether it is an educational institution, or even in the political field, in social or religious matters, even on street and even while you are sitting in your own house. But unfortunately we note that discipline in our schools and colleges has perished.
The way in which teachers and administration choose to monitor students has also changed as well as the reason for student discipline. I"m writing this report to compare and contrast the way that school discipline and school moderation has changed over the years as well as my point of view on the subject/5(9).
The teacher's role in assertive discipline is to have expectations that are clear, positive and consistent. The Teacher will acknowledge good behavior through positive recognition (DuBois, Bowman, Clark, Candela, McDonough). I follow the Canter's beliefs of . Discipline in school Namasthe principal mam, Head mistress mam and beloved teachers and my dear friends, today I am going to speak about the topic discipline in school. Discipline is the training of the mind and character.
Discipline is very important in a civilized life. Discipline can be defined as control over one’s desires and obedient’ to codes of behavior. If there is no discipline, there is confusion everywhere. Discipline is of great importance in school and at home. If there is no discipline in schools, it is not possible to imp education effectively. The aim of classroom management and discipline is controlling students’ actions, habits, attitude and behavior in the classroom. An obedient students follow the code of conduct imposed by school administration. These rules may include social behavior, school timings and uniform etc.