NCJ Number
150365
Date Published
Unknown
Length
28 pages
Annotation
This report provides an overview of the literature and legislation on disciplinary practices in schools in Ontario, Canada; it covers the entire spectrum of teacher responses to children from touching to corporal punishment.
Abstract
Ontario legislation has been shaped by the custodial control approach, which is characterized by regimentation, a moralistic approach to students, punitive sanctions, and a rigid student-teacher status hierarchy. Although some Ontario schools may retain aspects of the punitive approach, it is clear that most school boards are aware of the message being given to students by negative discipline, especially corporal punishment. The teacher as a model for aggressive, coercive behavior is no longer acceptable to the teaching profession. Affirmative discipline differs from the authoritarian model while providing consequences for misbehavior, advocating firmness and clear codes of conduct, and seeking a realistic balance between the freedom to become autonomous and consideration of the rights and needs of others. Extremely punitive and extremely affirmative approaches to children both pose problems for teachers, the latter due to the concern regarding child sexual abuse. Reference notes, 15 references, and appended discussions of the impacts of Canadian legislation on teachers and children