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Theory Into Practice

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Promoting self‐discipline: A comprehensive

approach
a
Joseph F. Rogus
a
Professor of education , University of Dayton
Published online: 05 Nov 2009.

To cite this article: Joseph F. Rogus (1985) Promoting self‐discipline: A comprehensive approach, Theory Into
Practice, 24:4, 271-276, DOI: 10.1080/00405848509543186

To link to this article: http://dx.doi.org/10.1080/00405848509543186

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 Joseph F. Rogus

Promoting Self-Discipline:
A Comprehensive Approach
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Self-discipline is the most effective form of disci- definitions the locus of control for behavior lies
pline and the promotion of self-discipline is an im- within the individual.
portant goal for all schools. Students with self- Research with respect to the locus of control
mobilization and commitment perform most effec- and its effect on learning indicates: (a) persons who
tively in school settings. In addition, self-organi- believe they can control their destinies are likely to
zation and control are prerequisite to developing a use previously learned skills in acquiring new ones;
sense of caring for others. (b) internality is positively related to such desired
Teaching the process of self-discipline is dif- outcomes as classroom participation, scores on
ficult, particularly in a culture which is predominantly academic achievement tests, and ability to delay
other-directed. Intervention approaches are avail- gratification; and (c) students with an internal locus
able, however, for promoting effective self-discipline of control demonstrate greater flexibility and atten-
in the classroom setting. This article (a) identifies tiveness as well as better performance and higher
the essential attributes of the concept self-disci- rates of knowledge than students with an external
pline; (b) explores selected forces within society locus. Most important, data suggest that one's
and the school culture which militate against de- locus of control orientation can be modified and
velopment of the attitudes and behaviors associated that certain instructional approaches are effective
with the concept; and (c) poses a set of suggestions in developing self-management skills.
for promoting a total program approach to teaching In the classroom setting teachers encounter
self-discipline. numerous opportunities to assist students with de-
velopment of internal controls. Two such oppor-
Self-Discipline Defined tunities are particularly worthy of note: (a) when
the objective is to help students work with one
Self-discipline is defined by Wayson (Wayson, another in a group setting to pursue the day's
DeVoss, Kaeser, Lasley, & Pinnell, 1982) as the instructional outcomes; and (b) when the objective
ability and will to do what needs doing for as long is to help students work to develop independent
as it needs to be done and to learn from the results learning skills. In the first instance, self-discipline
of one's efforts. Etzioni (1983) defines the concept takes on a dimension of mutuality, i.e., the need
in terms of self-organization, mobilization, and com- to assess the potential effects of behavior upon
mitment and includes among its essential attributes others before deciding which behavior is appropri-
concentration, control of impulse, self-motivation, ate. In the second, self-discipline skills are essential
and the ability to face and overcome stress. In both to the processes of setting learning outcomes, de-
Joseph F. Rogus is professor of education at the Uni- veloping implementation plans, carrying out those
versity of Dayton. plans, and assessing the effectiveness of action
 efforts. Both sets of behavior are complex, difficult teachers who are seldom involved in principal
to master, and essential to long-term learning assessment.
effectiveness. The beginning teacher quickly learns that to
Knowing how to help students in the classroom be effective is to be perceived as being effective.
learn the behaviors associated with self-discipline Perceived effectiveness in turn is commonly related
is, however, but one part of the discipline predic- to the perceived absence of problems. Problem
ament. Addressing positively the attitudes and be- denial behaviors are indirectly reinforced and prob-
haviors of professional staff and community lem finding behaviors undervalued. This other-di-
members, behaviors which often serve as barriers rectedness extends to staff development which is
to helping youngsters learn to value self-discipline, commonly defined in an operational sense as what
constitutes an equally complex charge. the organization does to people to bring about
professional change rather than what each person
Barriers to Effectively Teaching Self-Discipline does to facilitate his or her own professional growth.
Furthermore, teaching on a daily basis tends to be
The barriers to developing an effective oper-
both a hectic and a private activity. Teachers sel-
ational emphasis on promoting student self-disci-
dom have meaningful contacts with other adults
pline are multiple. Three of these barriers are
during their work day and a norm of polite nonin-
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described below:
tervention exists among staff. The operating rule
Barrier I. Schools reflect rather than determine of the teaching culture is that each takes care of
the values of society, and at present society is self with little regard for intervening with others to
characterized by an extensive preoccupation with facilitate their growth.
ego-centered outcomes. Understandably then, These values of other-directedness, busyness,
youngsters often come to school devoid of a high aloneness, and personal nonassertiveness that are
level of concern for the rights and growth of others. indigenous to the school culture run counter to
In a healthy society individuals need to be free learning what it means in the fullest sense to have
of both complete self-preoccupation and complete an internal locus of control. Given that we teach
dependence on others. As persons we need not much by what we are, it is thus difficult for teachers
surrender our individuality, but we must place our- and administrators to develop among youngsters
selves in the voluntary service of larger objectives. those attitudes and skills associated with effective
If something prevents this outcome, individual au- self-discipline.
tonomy sours into alienation or egocentrism. Barrier III. Present pressures upon schools to
Several research studies confirm a progressive become centers for excellence tend to reinforce an
growth in self-orientation among adults within so- other-directed orientation and to make most difficult
ciety over the past decade (Etzioni, 1983). Young- a focus on developing with students the attitudes
sters tend to reflect their parents' value orientation. and skills associated with growth in self-discipline.
Thus, the predisposition of many school-age
youngsters to asking "how my behavior affects The competency emphasis now pursued in most
others" is limited. The school's task of promoting states is relatively narrow in focus. Emphases upon
self-discipline is rendered complex from the outset. developing increased student competence in read-
ing, mathematics, and composition are universal.
Barrier II. Teachers are socialized not only by While these emphases are broadly supported and
the culture of the larger society but by the culture sound in character, they also have the unintended
of schools. The school culture is largely other- effect of taking attention away from other worthy
directed. Teachers have limited opportunity to de- goals such a s the promotion of student self-
velop the mindsets and skills essential for serving discipline.
as effective models of self-discipline. What an organization values is reflected in what
In their own lower school and collegiate ex- it assesses. When academic growth is assessed,
periences, most teachers experienced little oppor- that goal will be pursued assiduously. The goal of
tunity for self-directed learning. Upon becoming improved self-discipline will be likewise pursued when
teachers, they entered one of the few professions progress toward its achievement is assessed with
where one is assumed to be effective unless and equal rigor. For the moment, the climate for adopt-
until someone else proves otherwise. Evaluation is ing such an emphasis is absent from most school
normally a one-way process—principals evaluate settings.
272 Theory Into Practice
 These three cultural barriers need to be con- to truancy must be examined, including curriculum,
sidered in developing a comprehensive approach to instruction, faculty attitude and behavior, and com-
addressing the goal of fostering self-discipline among munity agency involvement. Further, staff must be
students. In essence, only a strategy which touches made aware of a whole range of action alternatives
all components of the organization is likely to be open to consideration. If a broad perspective to the
effective. This perspective suggests that a com- problem isn't taken initially, plans are likely to be
prehensive approach must focus on the following narrow and doomed to ineffectiveness.
outcomes: Involving teachers in the planning process has
three purposes: (a) to legitimize the objectives re-
1. developing a stable school climate where teach-
lated to self-discipline; (b) to create faculty own-
ers feel free to apply the time and energy e s -
ership of the thrust; and (c) to enhance faculty
sential for helping students gain the attitudes
power over its own behavior (i.e., to increase the
and skills of self-disciplined learners;
faculty's internal locus of control).
2. creating effective schools where teachers feel
sufficiently secure in themselves to be able to
apply self-directed behaviors in their own profes- Creating a Climate Supportive
sional lives; of a Self-Discipline Emphasis
3. teaching professional staff the skills needed to Creating a climate supportive of an effective
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teach students the essentials of self-disciplined emphasis on self-discipline requires at minimum three
behavior; and commitments: (a) to honor in practice the messages
4. communicating with parents on what the school of research with respect to school effectiveness;
is doing to promote self-discipline and forging a (b) to promote faculty development; and (c) to ex-
partnership with them in pursuit of this goal. amine the basic curriculum for the extent to which
an emphasis on self-discipline and self-directed
learning are threaded throughout.
Legitimizing the Goal of Fostering Self-Discipline
One characteristic of effective organizations, Honoring the Messages of Research
including schools, is that they clearly identify their
Focusing faculty energy on the development of
outcomes and these outcomes are "owned" by the
self-discipline among students is unlikely to occur
membership. Ownership implies that staff have been
unless teachers and administrators are secure with
involved in setting the outcomes.
the school's leadership, its expectancy for students,
The goal of fostering student self-discipline can
its program direction, and its orderliness. In essence,
be legitimized by: (a) involving staff in identifying
basic concerns relative to school operation have to
the major self-discipline problems confronting them;
be addressed effectively before staff are capable of
(b) developing specific objectives in relation to the
focusing on the goal of fostering self-discipline. A
problems identified; (c) involving staff in developing
direction for monitoring the climate can be gleaned
action plans to achieve these objectives; and (d)
from the research on school effectiveness.
identifying specific mechanisms for gathering prog-
The characteristics of effective schools as sum-
ress data with respect to the outcomes set.
marized by Purkey and Smith (1983) are as follows:
If, for example, truancy is identified as a major
concern and faculty express a need to address the • collegia! planning
problem on the basis that one cannot teach self- • sense of community
discipline to absent students, truancy constitutes a • clear school goals and expectations commonly
legitimate arena for program focus. Assuming that shared
a truancy rate of 10 percent persists, the objective • order and discipline
might be "to reduce the truancy rate for the coming • schoolwide staff development
year to no more than 5 percent." With such a • effective curriculum articulation and organization
precise outcome, progress data can be readily col- • staff stability
lected on a periodic basis. This objective then be- • principal provision of instructional leadership
comes as important as the school's reading, • building-level autonomy
mathematics, and other subject-related outcomes. • parental involvement and support
With the objectives in place, the action plan • schoolwide recognition of academic success
becomes the focus of attention. Prior to engaging • maximized learning time
in specific planning, all factors potentially related • district support
Volume XXIV, Number 4 273
 These characteristics can serve as a basis for in- With a positive base established, several formal
volving staff in assessing the overall school envi- approaches can be used to assist staff in refining
ronment and developing an ongoing program their commitments to professional growth. Such
improvement effort. If commitment can be gener- approaches include but are not limited to:
ated within the total school community to pursue
1. making available small grants to assist teachers
excellence, so that each student becomes an
in carrying out experimental projects;
achiever, much deficit-oriented programming can be
2. assisting staff in setting personal growth goals
precluded and attention can be focused on en-
and providing support as they pursue those goals;
hancing self-discipline. In less than effective schools,
3. involving staff in problem-solving activity;
a preoccupation with control tends to dominate the
4. facilitating staff involvement in the planning and
mindset of staff, making it nearly impossible to
implementation of inservice programs;
focus on promoting self-discipline.
5. working with staff in the development and im-
The findings on school effectiveness can serve
plementation of inquiry projects; and
as the basis for needs assessment activity. When
6. facilitating professional conference participation.
assessment of the characteristics yields positive
results, the findings can be communicated to the Both informal and formal activities can serve
community as evidence of the school's strengths. to establish a readiness for and competence with
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When assessment yields needs for improvement, the skills which comprise self-disciplined behavior.
the needs can be prioritized by staff and action If on a daily basis teachers do not feel important
efforts initiated. and competent, they are unlikely to convey that
The purposes of an assessment activity are (a) same spirit to students. If, on the formal side of
to bring about school improvement, a powerful end staff development programming, teachers neither
in itself, and (b) to enhance the staff's influence value nor master the skills of personal objective
over school direction. Increased influence leads to planning and evaluation, they are unlikely to be able
increased commitment. As staff view themselves to transmit these same skills to students.
more positively, they are likely to be proportionally
more free to assist youngsters in mobilizing their Examining the Basic Curriculum
potential.
Teaching youngsters to be self-disciplined is
too important a goal to be addressed outside the
Promoting Faculty Development standard curriculum. The outcome is sufficiently
Helping others gain self-discipline assumes that central to the learning of even basic skills that it
the helper is in charge of his or her own growth, warrants being embedded in all curriculum areas.
values self-direction, and models independent learn- As Etzioni (1983, p. 135) notes, poor reading and
ing behavior. As noted earlier, teachers have too writing skills are often consequences of insufficient
seldom been encouraged to take responsibility for self-organization and inadequate ability to mobilize
their own development. and to commit.
Several approaches can facilitate staff mem- One positive step in strengthening curriculum
bers' taking responsibility for their own growth. As is to assess whether appropriate emphasis is placed
a prerequisite to formal program steps, the mes- on the goals of character development and mu-
sage must be conveyed to each staff member in tuality throughout the program. If the assessment
the day-to-day workings of the school that: "You response is negative, steps should be taken to build
are important. We are concerned for you as a it in. Such an emphasis requires no additional time,
person as well as a professional. We will do every- just a common commitment.
thing possible to assure you have the opportunity Self-directed learning outcomes should be
to explore your potential and to become the best stressed. The earlier students are involved in setting
teacher you can be. In everything we do, from outcomes for themselves and in developing plans
evaluation to problem solving, we will work to be to achieve those outcomes, the more rapidly self-
helpful to you." This positive day-to-day perspec- discipline related learnings like self-organization,
tive is powerful because it gives form to daily in- mobilization, and commitment are likely to develop.
teractions, and it is from these interactions that Ideally, the implicit curriculum, that is, the mes-
staff develop their professional self-images and the sages conveyed by the way the classroom is struc-
attitudes they bring to assessing the potential worth tured, should support the goal of promoting self-
of formal staff development programs. discipline. Are expectations clearly stated, assign-
274 Theory Into Practice
 ments doable and checked, positive behavior rein- ucators alone. Sharing the problems and involving
forced, etc.? The messages conveyed by the way the community are essential.
we adults conduct our business are powerful. If Sharing problems and goals requires a non-
they do not contribute to growth in student self- defensive posture on the part of school staffs. Only
discipline, their substance should be altered. by admitting a need can movement toward reso-
lution begin. Honest sharings with community also
Teaching Skills for Promoting Self-Discipline require trust that people within the community want
the same kind of quality education desired by school
Historically, efforts to teach teachers the skills
personnel and are prepared to give of themselves
needed to alter student performance have been less
to get it. This openness is difficult to achieve, given
than effective. Whether those efforts focused on
the history of school-community relations.
classroom management, cooperative or self-di-
rected learning, or a host of other valuable topics, The standard mode of problem solving for
the results have been limited. This weakness in schools has been to identify a community-related
past efforts can often be traced to the use of less need, such as fostering more effective student self-
than adequate training procedures. discipline, and to begin programming to address
the need. Such a process leaves out the community
If we are serious about helping teachers inter-
and does not assess whether a constituency exists
nalize new behaviors, program planning efforts must
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that supports the school's goal or desires to be

at minimum consider the following effective staff
part of the solution. Thus, when plans are imple-
development practices (Wood, McQuarrie, &
mented they are the school's plans. The community
Thompson, 1982):
believes its thinking is unvalued and lets the school
1. specific objectives must be developed for inser- deal with the problem by itself. When school efforts
vice programs; do not lead to problem resolution, school personnel
2. individual staff members should participate in are left to bear the brunt of criticism.
planned programs by choice; To build a constituency to support and assist
3. the principal should participate in inservice with efforts to foster self-discipline among students,
programs; the community should be involved early in compre-
4. inservice programs should include experiential hensive planning efforts. Community representa-
activities in which participants try. out new tives can provide valuable conceptual assistance
techniques; during initial planning, build support within the larger
5. after participating in inservice, participants should community for the program developed, arrange and
have access to support services to help imple- help with parent training efforts as they become
ment new behaviors as part of their regular work; appropriate, and otherwise assist in making the
6. staff members who attempt to implement new school effort a part of the community's value
learnings should be recognized for their efforts; structure.
7. staff members should use peer supervision to
assist one another in implementing new work Summary
behaviors; and
8. responsibility for the maintenance of new school The ethos of a school community determines
practices should be shared by both teachers and in large part what is learned by its members. If
administrators. students are to value self-discipline, they must be
taught the skills of managing their own learning
There is no quick and easy way to teach new effectively. They also must encounter self-organi-
behavior. Teachers must understand the self-dis- zation, mobilization, and commitment in the lives
cipline behaviors focused upon, observe the be- of the teachers and administrators with whom they
haviors modeled, practice those behaviors with interact daily.
feedback, and receive in-class support as they try
In this light, efforts to promote self-discipline
their new behaviors with youngsters (Joyce & Show-
among students must, in addition to centering on
ers, 1982). There are no shortcuts. One-shot in-
the application of sound classroom approaches,
service efforts will not do.
focus on creating a climate in which professional
staff are secure in themselves and in the school's
Forging Partnerships with Parents/Community direction. Teachers must be encouraged to actively
The goal of promoting student self-discipline is pursue their own growth and to implement a cur-
too complex to be addressed by professional ed- riculum which places appropriate emphasis on char-
Volume XXIV, Number 4 275
 acter formation, mutuality, and self-directed learning. Joyce, B., & Showers, B. (1982, October). The coaching
Finally, they must have community support for the of teaching. Educational Leadership, 40 (1), 4-10.
Purkey, S.C., & Smith, M.S. (1983). Effective schools: A
goal of enhancing student self-discipline. Only if
review. The Elementary School Journal, 83, 442-447.
self-discipline is everyone's reality can efforts to Wayson, W.W., DeVoss, G.G., Kaeser, S.C., Lasley, T.J.,
foster student self-discipline be effective. & Pinnell, G. (1982). Handbook for developing schools
with good discipline. Bloomington, IN: Phi Delta Kappa.
References Wood, F.H., McQuarrie, F.O., & Thompson, S.R. (1982,
Etzioni, A. (1983). An immodest agenda: Rebuilding Amer- October). Practitioners and professors agree on ef-
ica before the twenty-first century. New York: McGraw- fective staff development practices. Educational
Hill. Leadership, 40 (1), 28-31.
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276 Theory Into Practice