We must challenge cultural acceptance of bad behaviour and truancy. And the government too has a duty to take the lead with a coherent and sustained programme of measures. Our measures must deal with attendance as well as with behaviour in schools. They must promote early intervention, which means helping primary schools as well as secondary schools.
And they must strike the right balance between supporting the "can'ts" - families in real difficulty - and putting pressure on the "won'ts". Thanks to the determined work of my predecessor, Estelle Morris, a national drive against truancy and support for schools with the biggest behaviour problems is already well under way.
The money is funding packages of intensive support for targeted schools. Each package supports up to four secondary schools and linked primary schools.
Together these Behaviour Improvement Projects are helping secondary and primary schools with over , pupils. The make-up of each package varies with local needs. But nearly all include multi-agency Behaviour and Education Support Teams - BEST teams - to work with pupils with the most serious behaviour and attendance problems. And by then there should be a key worker for every pupil who is at risk of exclusion, persistent truancy or crime and full-time education from day one for every excluded pupil - fixed term as well as permanent.
These are ambitious targets, but we are well on the way to achieving them. Truancy is a long-standing and deep-rooted problem. It is by no means confined to children from disadvantaged and disorganised families. I regard any kind of absence that has not been authorised by the school as truancy, whether that is taking a child Christmas shopping, going on a trip to Disneyland in Florida in the middle of the school term or just letting a child roam around the local neighbourhood.
So we have to challenge cultural acceptance of any form of truancy as we enforce school attendance. That's what truancy sweeps are about. This week truancy sweeps are taking place in all but the three smallest LEAs. And this national campaign is being backed by publicity aimed at parents and the wider community.
The message is simple: Parents have a responsibility for ensuring their child goes to school regularly. Neglecting this responsibility is a criminal offence. Yes, a criminal offence. So we have made a strong start. But we need to go much further. Today I am setting out a five point programme and I am backing this programme with both money and reform. And we will reform rules to reinforce the authority of head teachers and the responsibilities of parents.
The national behaviour and attendance strategy The national behaviour and attendance strategy has two parts - universal and targeted. The universal strand is designed for all secondary schools but we will particularly focus on year old pupils. That is the age at which behaviour and attendance problems emerge and the stage where we are putting more effort into supporting the transition from primary to secondary school. As part of the strategy all secondary schools will have access to training materials and behaviour experts so that the senior management team in a school is confident and equipped in dealing with poor behaviour and can pass on its knowledge to other staff.
Schools will be challenged to think about: We are recruiting additional people with the relevant expertise and skills to support schools and education authorities in this work. That is where the targeted part of our national behaviour and attendance strategy kicks in. Over the next three years we will extend the Behaviour Improvement Projects from the 34 initial high crime localities to all the Excellence in Cities education authorities that don't already have one and to all Excellence Clusters.
This will mean intensive support for about secondary and 1, primary schools educating around , children. In addition we are developing extended schools that operate after school, at weekends and in school holidays. They will provide a wide range of activities and services including after-school and homework clubs, childcare, adult and family learning, health and social care and leisure activities.
We know this can have a positive approach to learning and behaviour. Some pupils behave badly because of serious personal or family problems.
There is often little that teachers on their own can do about that. A key part of the strategy will involve supporting teachers by giving them ready access to professionals such as education psychologists and social and mental health workers who can help with behaviour problems. The Behaviour and Education Support Teams will facilitate this multi-disciplinary working and in three years time there should be more than of these teams supporting schools. The Connexions Service also has a key role to play in working with pupils at risk.
This year they took the lead in co-ordinating summer activities for disaffected young people. The summer plus programme supported over 10, young people at risk of crime. Many of them have now returned to education with renewed motivation. This work will continue. Connexions Personal Advisers are also working with schools on problems that cause misbehaviour and truancy. For example, they can help to negotiate flexible learning packages for older pupils who are not motivated by traditional provision.
The role of the police As a former minister for the police I know what a valuable role police play in supporting schools. In primary schools they help young children to learn about road safety and to deal with the adult world. In secondary schools they provide a valuable bridge between schools and the local community and help with drug education and tackling bullying. The police also support truancy sweeps and in most localities build up excellent relations with head teachers.
But over the past 12 months it has become clear that there is a further role that the police can play. In areas where there is a high level of crime or there are severe problems with anti social behaviour, local residents - including children and young people - want the reassurance of police officers being very visible in their neighbourhood.
So we are now using police officers to patrol within and around the school grounds, organise diversionary activities and resolve conflicts and help to reduce anti social behaviour, cut crime and create a safer learning environment for pupils and staff.
As part of the government's street crime initiative we now have officers undertaking this role. Let me give you just two examples of the benefit this approach. When he started, there were young people from elsewhere coming on to the school site. After he reported them for assaults they had committed, they did not return. Due to this police constable's work the deputy head says that teaching staff can focus on teaching and learning and the pupils have someone they can talk to about issues of concern.
PC Paul Scott, at Albion Secondary school in Salford, gets to know pupils due to join the school the next autumn by helping on sports events in their last primary year. This week, for example, he refereed the inter-schools five-a-side.
At half term he helped present the prizes for the inter-schools cross-country. In this way he establishes relationships that enable him to exercise authority within the school and support the teachers. I can confirm that I am working with my colleague, David Blunkett, in his role as home secretary on how to expand the use of police patrols in and around schools over the next year. We believe it will help to reduce disorder and boost the confidence of parents, pupils and teachers in schools and areas which have been beset by anti social behaviour.
Another change we are considering relates to the role education welfare officers. They are currently employed by local education authorities and spend much of their time working with schools dealing with pupils who are not attending school, are truanting or have some other behaviour problem.
They make home visits, work with the family and have powers to prosecute parents. One of the factors common to those schools that are successfully tackling truanting and behaviour problems is a close working relationship with an education welfare officer.
In some cases the key to that co-operation has been having the welfare officer based on the school site. So much so that some heads are suggesting to us that EWOs should be employed directly by schools, or groups of schools, and report directly to them. We have been piloting and evaluating this approach in a number of schools and we will shortly be consulting teaching organisations, local authorities, youth offending teams - as well as EWOs themselves - about the best way to organise the education welfare service.
Dealing with exclusions Much of what I have said so far has focused on dealing with behaviour problems within schools. But we need to get the balance right. You cannot keep a pupil in a particular school at all costs. Sometimes permanent exclusion is necessary. Exclusion must be an option available to head teachers. This doesn't mean that excluded pupils should be written off. We expect LEAs to ensure that excluded pupils continue to receive good quality full-time education.
One option is through the pupil referral units that are now up and running. These units provide assessment and personal guidance as well as continuing tuition.
They help pupils to face up to the problems they are causing. We also expect LEAs and schools to work together to place excluded pupils in another school as soon as it is practical and reasonable to do so.
But it must be another school. Restoring the authority of head teachers means making sure that, when a head excludes a pupil for good reasons, the pupil does not return to that school. Recent high-profile cases have seen pupils excluded for serious offences reinstated by appeal panels. The knee-jerk response from some has been to say that we should abolish appeal panels.
But that cannot be right. Exclusion is a serious matter and parents must be able to appeal. 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.
This is where discipline comes into the picture. The nature of water is to flow where gravity takes it. If there is no canal to give it a fixed path, it will disperse everywhere. It becomes useless for the farmer because his fields are still dry. Building a canal and maintaining discipline in schools is not an easy task. The water in the canal and the students in the schools will resist any attempts to control or regulate them.
The water will try to seep through the canal if there are cracks in it or it will try to flow over the wall if they are not high enough.
Similarly, the students will try to escape the rules and regulations if discipline is not maintained or enforced strictly. If their mind is not occupied by their teachers in learning activities, it will wander into bad activities. They might even wonder themselves outside class if there is no teacher to watch them. But it takes a lot of hard work to build a strong canal that keeps the water flowing properly. Importance of communication skills for students. To sum it up, we can say that students are like water and discipline in schools is like the walls of a canal.
The water if flow well if the walls of the canal are strong and the students will do better in life if the discipline in their schools is strict. Thank you very much…. It has helped a lot for my assignment and I am also motivated by this essay…..
I am a teacher and I must say this is an amazing piece of writing. Well, I always advise all my students to lead a disciplined life.
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.