The committee also appreciates the cooperation of administrators, teachers, students and parents in collecting data for this report. The importance of the home environment for the development of a positive attitude towards school cannot be overemphasized.
Punishment
If a high school student consistently misbehaves, the principal should invite the parents to discuss the student's future.
The Severely Deviant Student
Aspects of Curriculum
School and the Home
INTRODUCTION
Where necessary, reference is made to this research and opinion in the text of the Report. The opinion was also expressed that, in the final analysis, the teacher's disciplinary problems can ultimately be solved only by him.
COMPREHENSIVE EDUCATION AND SCHOOL DISCIPLINE
In the United Kingdom, the development of the comprehensive secondary school had similar roots. The development of the comprehensive secondary school in the United Kingdom has taken several forms.
SECONDARY EDUCATION IN WESTERN AUSTRALIAN GOVERNMENT SCHOOLS
Nearly three-quarters of students attending secondary education in Western Australia do so in schools in the Perth metropolitan area. The recent direction of secondary education in Western Australia has been charted by the recommendations of the Dettman report.
RESEARCH DESIGN AND METHODOLOGY
The sections to be completed by each person are clearly detailed on the front of the questionnaire. Schools were notified of the number of students required by enrollment at each year level. Senior students (or members of staff, if called upon) should act as consultants when called upon to explain any aspect of the Questionnaire.
If the child lives with a guardian, the guardian can fill in the questionnaire on behalf of the parent. An initial concern was to ensure that the cases selected in the sample were representative of the highly deviant students. In general, an isolated misconduct on the part of the student should not qualify a student for selection in the case studies.
The length of the time interval would depend on the specific purpose for which the questionnaire was reused. For these reasons, conclusions in the report are based on the consistency of the data and the patterns of differences (or similarities) that may emerge. The committee suspects that many of the relationships among the factors associated with indiscipline, particularly in the school environment, are indeed reciprocal in nature.
EDUCATION REGULATIONS RELATING TO DISCIPLINE
If an extension of the power to suspend were to be granted, it could involve. However, the Head of School would be the person expected to respond to any criticism or challenges relating to the action thus taken. A very important consideration of the Rule 35 action is whether suspension is a punishment or a period during which the allegations against a student can be investigated and confirmed or modified.
However, if suspension is to be seen as a period in which the school's allegations against a child's behavior can be investigated, then it seems essential to refer to the Headmaster for his impartial judgment in the matter. Considering the above alternatives, the question can be asked: "Does the student (or his parent) have any right to appeal in the matter of suspension from school?". However, if the suspension includes, or is deemed to be, a review period, then it would be essential to refer to the Director General to ensure that the reasons for the suspension were appropriate and the period of suspension was proportionate to the nature of the offense done.
Given the dual purpose of suspension, the Committee therefore believes that school leaders should be allowed some degree of discretion with regard to suspension, but at the same time recognizes the need to safeguard the rights of students and parents to a full suspension. of judgment in respect of such an important decision involving a student's education and character. The committee therefore makes the following recommendations with regard to the amendment of Article 35 of the Education Regulations:. In the event of suspension for serious violations of school discipline, the student's parents should be notified immediately and requested to visit the school to discuss the issue.
NATURE AND EXTENT OF THE DISCIPLINE PROBLEM
BOYS HAVING LONG HAIR?
HITCH-HIKING?
STAYING OUT LATE AT NIGHT?
КІЅЅІ NG?
The gap in values between a segment of the student population and teachers regarding behavior outside of school serves to color relationships in the classroom. In year five, a third of pupils recognized that their achievement status had deteriorated, yet it is the fifth year group that is the most selected and motivated in the school. It can be thought that this tendency is not visible in the middle or towards the end of the school year.
Third year boy—Make sure that the teachers did not punish students by making fun of the student in front of the class. Fifth Year Girl—Relieve the system of the necessity to study and learn just to pass an exam. A number of teachers commented on a prevailing apathy towards school-based activities among a large segment of the high school student population.
This disengagement at school may be a symptom of the broader picture of psychological dissatisfaction rather than a specific dysfunction of school functioning. Teachers' perceptions of behavior problems at school summarizes the results of this aspect of the survey. The implementation of the Certificate of Attainment has generally meant greater movement of pupils within schools due to the instability of class groupings.
Student perceptions
Male versus female offenders
A break in school discipline will occur when sanctions invoked by a teacher fail to suppress the behavior to the satisfaction of others disrupted by the learning process or of those responsible for maintaining the learning functions of the school not. In terms of documenting the nature and extent of disciplinary problems in Western Australian high schools, the implications of the above are twofold:. Teachers' views of the extent of discipline problems in high schools were determined largely from written comments attached to questionnaires and from responses to a single multiple-choice questionnaire item.
The material significance of the percentage responses to each alternative in the table cannot be easily assessed. It can be seen from this figure that there is a significant difference between the two schools with regard to the staff's attitude to school discipline problems. The high school principals' perception of the extent of indiscipline problems in high schools was treated separately.
The data in Table 6.11 support the evidence obtained from the analysis of the responses from the teacher questionnaire, which shows that serious disciplinary situations do not occur very often in most secondary schools in Western Australia. ANSWER THE QUESTION, "WHICH OF THE FOLLOWING PUNISHMENTS SHOULD BE GIVEN TO THE GUILTY STUDENT. Changing community attitudes and standards will occasionally interfere with the social systems of the school and change the nature of traditional teacher-student relationships."
PUNISHMENT
Ten forms of punishment were selected for inclusion in the Student Questionnaire, and students were asked to give their impressions of the frequency and effectiveness with which they were administered. More significantly, perhaps, 46 percent of the group of students who were punished in the first semester reported that the most recent use of punishment had been the use of the cane. Some teachers of lower school students obviously place great reliance on the use of the cane in the process of gaining control in the classroom.
Use of the cane or other corporal punishment should only be carried out with the principal's authorization. The committee recognizes that some negative sanctions may be required to be applied in order to maintain good order at the school. Much of the appeal of the use of corporal punishment in schools lies in the ease with which discipline problems can seemingly be solved.
There was a tendency for older students to be more skeptical of the reformative value of punishment. To go further and give teachers the authority to use the cane would be contrary to the Committee's findings. The student's presence at school may be considered disruptive to the learning of the student's classmates.
THE SEVERELY DEVIANT STUDENT
Sixty-nine percent of the students reported in the sample were boys and 31 percent were girls. Eighty percent of the students reported were Australian born and 15 percent were from the United Kingdom. It should be noted that 43 percent of the subjects included in the sample came to their current school with an unsatisfactory record of performance in elementary school.
Thirty-six percent of the case study sample came to the elementary school high school with a known reputation as a troublemaker. Withdrawing the extremely deviant student from the classroom at the onset of the maladaptive behavior has certain advantages in recommending it. A study of the educational history of students who exhibited extreme deviant behavior in high school revealed that nearly 50 percent had a history of underachievement in elementary school.
The following reports are drawn from the correspondence folders of the Education Department's School Welfare Section. The motive behind the suspension was the maintenance of "school good order and discipline". In addition, the student had the support of the parents during the investigation of the incident that led to the suspension.
THE SCHOOL AND ITS ORGANIZATION
Secondary schools in Western Australia are under the control of a principal who has graduated through service in the various ranks of the promotion posts in the Secondary Division. Apart from certain academic requirements, which do not include qualifications in administration, promotion takes place step by step as vacancies occur in the next level of the hierarchy. The implementation of the Certificate of Achievement brought about changes in the administrative organization of secondary schools.
Along with this multi-level approach in key subjects is the administrative device of cross-determination. In the first year, this can be attributed to the transition from primary to secondary school with its contrasting learning patterns. When analyzing the answers to the student questionnaire, we compared the answers of those students who were at the basic level and those who were at the higher level, in all four basic subjects.
While these groups make up only 5 percent of the students in the sample, an examination of their responses suggests reasons for the concern some students expressed about. In the advanced group, these responses account for 87 percent compared to 63 percent for the basic level group. In the matter of pastoral care, the Middle Division has encouraged the development of a master's year scheme.
