Methods Used by Teachers to Make Their Student More Discipline are as follows:
(a) Autocratic Method of Discipline
In this style, a teacher usually uses punishment (source: coercive power). He mishandles his power and misperceives his role as a leader of the class. Punishment is given without sensitivity, judgement, understanding or talent.
Such teachers are ultra-strict and refuse to give students any freedom or responsibility as they believe that control is a powerful tool of getting things done and giving away control to others will lead to failure. Such teachers make all the decisions themselves and indicate to the students that “I am the boss and you will do as I say.” They expect the students to obey the teacher unquestioningly. Such teachers are usually very hard working and possess the ability to plan, direct, control and co-ordinate. In the short-run, they make their student comply with their commands.
However, in the long-run, students get angry and frustrated with them. Their relationship with the students gets deteriorated. Students show stubbornness, unco-operative behaviour and disrespect towards such a teacher. They talk back, tell lies and stay away from such a teacher. Authoritarian discipline can only succeed along with love, acceptance and warmth towards students.
(b) Laissez-faire Discipline:
A teacher who is either too lazy to fulfill her responsibilities, or is not available, or is too busy with other issues or is poorly trained is likely to be a permissive or laissez-faire teacher.
She/he indicates to the students through her/his behaviour that students are not very important to her/him or that he/she is too busy to give students what they want. A teacher usually finds it difficult to motivate students if he/she is impersonal, cold and aloof. If permissiveness of a teacher is due to his/her inadequate training, he/she is likely to be diffident and therefore, would be unable to say ‘no’ to students.
Such a teacher is also likely to feel inadequate, to be immature and does not know how to carry out his/her task of teaching. He/she is indecisive and has no clear vision of his/her duties. Students usually show a lack of respect towards such a teacher, are angry, withdrawn, anxious and frustrated towards him/her. They also sometimes manipulate such a teacher by diverting his attention in the class towards discussing issues not related to the topic being taught. They make fun of him/her in his/her absence.
(c) Healthy or Democratic Discipline:
Such a teacher is democratic and helps students to be independent, effective and powerful. He/she provides students opportunities to develop their full potential by providing a safe and conducive environment in the classroom listening to students empathetically, making students feel that they have been accepted and cared for, being fair, impartial, open and honest, helping them to solve their problems and learn from their mistakes.
Such a teacher exhibits confidence in students, treats them with dignity and respect, accepts their opinions, is available to them in and outside the classroom, gives them responsibility, makes them feel that they are worthy and capable individuals and accepts their individuality. Students of such a teacher are confident, helpful, responsible, courteous, happy, capable, enthusiastic, co-operative and resourceful. Such a teacher commands respect and does not have to demand it from students.
Students flourish and grow under him/her. Such a behaviour of a teacher assists and supports instructional processes. It develops in students respect for authority and a sense of appreciation of law and order. Its effect is usually life-long. Democratic discipline facilitates development of positive, favourable and desirable attitudes among students towards school/college, teachers, peers, curriculum and education which in turn facilitate their learning. Democratic discipline is student-centred. Teacher’s role in internal discipline is that of a friend, philosopher and guide as opposed to being a watch-dog.