Discipline is a positive method of teaching a child self-control, confidence, and responsibility.

The key to positive discipline is teaching a child what behavior is okay and what behavior is not
okay (Foucault, 1977). The focus is on what children are expected and allowed to do. It includes
catching kids being good and encouraging appropriate behavior. It also includes modeling
appropriate behavior. Punishment is quite different from discipline. Hence, this academic essay
will discuss ten differences between punishment and discipline and it will further explain the
importance of discipline in schools.

To start with, Punishment may be physical as in spanking, hitting, or causing pain. It may be
psychological as in disapproval, isolation, or shaming. Punishment focuses on past misbehavior
and offers little or nothing to help a child behave better in the future. When punishment is used,
the person who punishes the child becomes responsible for the child’s behavior. Children who
are raised in a way that stresses positive discipline will understand their own behavior better,
show independence, and respect themselves and others (Foucault, 1977).

Additionally, Positive discipline is a process, not a single act. It teaches children how to get
along with other people. Children are held responsible for misbehavior, but the consequences are
meaningful and related to the behavior. For more information and strategies to guide children’s
behavior, visit the extension Alliance for Better Child Care section on guidance and discipline.

Also, Discipline means to teach Discipline helps children learn what to do and helps children and
parents feel good about them. Discipline is a positive way to teach a child self-control and
confidence that emphasizes nurturing and guidance (Kleinig, J 1985). With discipline, parents
use strategies to prevent problems plus guidance to manage conflict. Punishment is a parenting
tool used after a problem surfaces.

Clearly, the characteristics of discipline include focusing on what the child needs to do in the
future apart from that it relates to the misbehavior also it helps the child develop self discipline
and learn how to become responsible and it intended to help the child accept natural or logical
consequences of the misbehavior (Kleinig, 1985).

While on the On the other hand, punishment focuses on what’s wrong instead of what needs to
be done right. It consists of penalties or restrictions that often have nothing at all to do with the
misbehavior, It also puts responsibility for enforcement on the parent instead of encouraging the

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child to become responsible for his/her actions, and concerned with making the child pay for
what he or she did wrong. Take the example of a child skipping school regularly and hanging out
at the mall in a nearby town.

Possible punishments could include revoking driving privileges, cutting off the child’s
allowance, prohibiting phone use, and grounding, banning TV and forbidding the child to go to
the mall. There are several possible discipline strategies. Both Parents and teachers need to listen
to the children’s feelings and concerns about school. Together, parent and children discuss
options for addressing the problem. Both teachers and Parents could meet to figure out what
needs to be done about missed classes. That doesn’t mean there won’t be some privileges taken
away for a time, but that alone would do nothing to solve the core problem.

In all institutions of learning, discipline is very important because it trains individuals to develop
responsible behavior leading to self-disciplined person. Discipline exposes learners to the art of
self-control, and social chaos can only be avoided if restraints are built into the character of
learners (Were 2006). Discipline exposes children to ways of handling the challenges and
obligations of living and equips them with the personal strength needed to meet the demands
imposed on them by the school and later in adult responsibility (Were, 2006). Discipline makes it
possible for parents to pass their values and attitudes to their children in an atmosphere of
genuine love.

Discipline is part of moral education which is important in the development on the child’s
character (Were, 2006). According to Kleinig (1985) classroom discipline is frequently regarded
as having a moral dimension. It involves preparing a moral atmosphere self-discipline, and moral
behaviour. Discipline should establish good conditions for learning and provide a behaved
learning environment.

Without discipline, a school or organization cannot function properly in order to achieve its goals
and vision. According to Mbithi (1974) discipline is the pillar for the success of a school in
academic and extracurricular activities. This is because effective and efficient management of all
organisational organs depend on the overall degree of discipline of the executive and the input of
all the people in the organization. At the same time, Mbithi (1974) adds that discipline is also a
negative word and has to do with correction of wrong doers and involves punishment.

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However, discipline can also be regarded as positive force as reported by (Mbithi, 1974). It can
be used a way of training children, not correction but guiding the individual to make a reasonable
decisions responsibly. Mbithi (1974) believes that, in classroom teaching, discipline means the
control of a class to achieve desirable behavior. As such the Principle of a school must have a
thorough knowledge and understanding of discipline as a subject. The principal must device
methods of how to maintain good discipline as a strategy to ensure the attainment of educational
goals and objectives.

Discipline in a school creates an orderly atmosphere in which meaningful achievement of

Educational institutions are usually viewed in the level of both academic and psychological
achievement of their learners, so discipline of learners is a must. During induction program for
new learners and teachers, they are often informed about the school expectations, rules and
regulations, to enlighten them about the philosophy and principles governing individual
expectations of the institution (Docking, 1980).

In conclusion, it is accepted that punishment can only be used as a training and corrective
measure, to minimize the increase of undesirable behavior in the school and to stamp out crime
in society. In the classroom situation, the teacher can use punishment only after all other avenues
or alternatives have been explored to maintain order so that effective learning can take place.
Punishment can also be used to train children to respect the school rules and the laws of the
country. The teacher should always try to use modified approach to punishment, use soft
reprimand, withdrawal of reward, guidance and counseling to help develop a child’s character
and personality because punishment is also part of education. Teachers should also be in-
serviced on emergency issues that may lead to in discipline. Parents and guardians should be
sensitized and be fully involved in discipline management.

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 REFERENCES

Docking, J.W. (1980). Control and Discipline in Schools. London: Harper and Row.

Foucault, M. (1977). Discipline and Punishment. New York: Random House.

Hyman, I.A., & Wise, H.J. (1979). Corporal Punishment in American Education. Philadelphia:

Temple University Press.

Kleinig, J.(1985). Philosophical Issues in Education. London: Croom Helm.

Mbithi, D. (1974). Foundation of School Administration. Nairobi: Oxford University Press.

Were, N. (2006). Discipline. Guidance and Counselling In Schools. Nairobi: Nehema Publishers.

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