The school discipline

School discipline has two main goals: (1) ensure the safety of staff and students, and (2) create an environment conductive to learning. Serious students misconduct involving violent or criminal behavior defeats these goals and often makes headlines in the process. However, the commonest discipline problems involve noncriminal student behavior. (Moles 1989)

These less dramatic problems may not threaten personal safety, but they still negatively affect the learning environment. Disruptions interrupt lessons for all students, and disruptive students lose even more learning time.

It is important to keep the ultimate goal in mind while working to improve school discipline. As education researcher points out, "the goal of good behavior is necessary, but not sufficient to ensure academic growth." Effective school discipline strategies seek to encourage responsible behavior and to provide all students with a satisfying school experience as well as to discourage misconduct.

In my opinion, the principal plays an important leadership role in establishing school discipline, both by effective administration and by personal example. Principal of well-disciplined students are usually high visible models. Effective principals are liked and respected, rather than feared, and communicate caring for students as well as willingness to impose punishment if necessary. For example, they greeting teachers and students and informally monitoring possible problem areas.

In other words, making school enjoyable and interesting for as many students as possible may dramatically decrease discipline problems. For example, by changing instructional practices to accommodate a variety of learning styles.