Research is cited to show that there is a correlation between teacher discipline philosophy and school discipline. Discipline models that are congruent with teacher's beliefs may be more successfully carried out than are counterbelief models. Any school will have a wide array of teacher beliefs and therefore to implement only one model may be inefficient and counterproductive. Chapter 2 suggests that organizational factors may be more significant than classroom strategies in dealing with discipline. If this is true, and research backs this assertion, then there is a need for the establishment of a climate for effective school discipline.
School discipline has to be examined from a total school perspective.
The key to an effective total school discipline program is shared values among students, teachers, parents, and administrators about what is acceptable, appropriate behavior in the particular school setting. In order to rally commitment from both students and faculty, it is critical that an actual plan of action be developed for implementing strategies for improving student behavior. Three case studies provide solid back-up data for the necessity to build a plan of action. Chapter 3 recognizes that classroom discipline is a basic component of organizational discipline programs and should receive considerable attention in overall discipline planning. The authors succinctly summarize the major components of these three characteristics in a discipline program and provide some helpful sample outline plans to help teachers maintain an orderly and well-managed classroom.