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Abstract
This article presents a comprehensive analysis of the evolution of student discipline within educational settings, highlighting the transition from traditional punitive measures to more progressive and effective approaches. The primary focus is on the ineffectiveness of corporal punishment and the subsequent shift towards positive discipline practices that emphasize empathy, understanding, and communication. The article advocates for student leadership roles as a key alternative, proposing the involvement of students in decision-making processes through student councils, peer mediation, and school governance. This approach not only addresses behavioral management but also fosters essential life skills, such as leadership, teamwork, and problem-solving in students. The article further discusses the importance of professional development for educators in these new disciplinary techniques, the role of parental and community engagement, and the need for policy advocacy to support these changes. Regular evaluation and feedback mechanisms are suggested to ensure the effectiveness and continual improvement of these methods. The article concludes by underscoring the benefits of these approaches, including enhanced student development, reduced disciplinary referrals, and improved academic performance, advocating for their wider adoption in schools.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Obadire, O. T., & Sinthumule, D. A. (2021). Learner discipline in the post-corporal punishment era: What an experience! South African Journal of Education, 41(2). https://doi.org/10.15700/saje.v41n2a1862
- Obidike, P., Uma, K., Odionye, J., & Ogwuru, H. (2015). The Impact of Capital Flight on Economic Development: Nigeria in Focus. British Journal of Economics, Management & Trade, 10(3), 1–13. https://doi.org/10.9734/bjemt/2015/20122
- Rickert, N. P., & Skinner, E. A. (2022). Parent and teacher warm involvement and student’s academic engagement: The mediating role of self-system processes. British Journal of Educational Psychology, 92(2). https://doi.org/10.1111/bjep.12470
- Rivaldo, Y., & Nabella, S. D. (2023). Employee Performance: Education, Training, Experience and Work Discipline. Quality - Access to Success, 24(193), 182–188. https://doi.org/10.47750/QAS/24.193.20
- Samuel, N., Onasanya, S. A., & Yusuf, M. O. (2019). Engagement, Learning Styles and Challenges of Learning in the Digital Era among Nigerian Secondary School Students. International Journal of Education and Development Using Information and Communication Technology, 15(4), 35–43.
- Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers & Education, 136, 75–86.
References
Obadire, O. T., & Sinthumule, D. A. (2021). Learner discipline in the post-corporal punishment era: What an experience! South African Journal of Education, 41(2). https://doi.org/10.15700/saje.v41n2a1862
Obidike, P., Uma, K., Odionye, J., & Ogwuru, H. (2015). The Impact of Capital Flight on Economic Development: Nigeria in Focus. British Journal of Economics, Management & Trade, 10(3), 1–13. https://doi.org/10.9734/bjemt/2015/20122
Rickert, N. P., & Skinner, E. A. (2022). Parent and teacher warm involvement and student’s academic engagement: The mediating role of self-system processes. British Journal of Educational Psychology, 92(2). https://doi.org/10.1111/bjep.12470
Rivaldo, Y., & Nabella, S. D. (2023). Employee Performance: Education, Training, Experience and Work Discipline. Quality - Access to Success, 24(193), 182–188. https://doi.org/10.47750/QAS/24.193.20
Samuel, N., Onasanya, S. A., & Yusuf, M. O. (2019). Engagement, Learning Styles and Challenges of Learning in the Digital Era among Nigerian Secondary School Students. International Journal of Education and Development Using Information and Communication Technology, 15(4), 35–43.
Schmid, R., & Petko, D. (2019). Does the use of educational technology in personalized learning environments correlate with self-reported digital skills and beliefs of secondary-school students? Computers & Education, 136, 75–86.