my chapter 2 final

CHAPTER 2 LITERATURE REVIEW 2.1 Introduction School administrators and disciplinarians who seek to deter rule violators by suspensions or expulsions face several problems. First, informal social control becomes supplanted by formal social control under a mandatory discipline regime. In the scenario that a student breaks a school rule, the teacher does not have the ability to use the situation as teaching opportunity. Instead, they may believe that they are required to suspend the student, as mandated by the school policy. Therefore, adequate socialization, which controls delinquency, may be impeded by punishment. Another problem facing school staff is imposing punishment on a population in society which is not ostensibly prone to experiencing a deterrent effect. A key component of the classical school of thought is that people are rational beings that exercise free will. However, children are often impulsive and do not always consider the long-term consequences of their actions. Youthfulness is a mitigating attribute which has lessened the seriousness of punishment for adolescents in the past. Finally, overly harsh punishment may unintentionally damage the student’s attachment to the school. While Sampson and Laub (1993) acknowledge that supervision, discipline, and attachment to the family are key ingredients to conforming behavior, discipline needs to be used in such way that the child is not abjured by its implementation 2.2 Demerit system Teachers use a demerit system in class when classroom rules are broken. Classroom demerits add up over the period of a week and start over every Monday. Use of demerits will result in the following: • First demerit - Warning issued to student • Second demerit - Parent notified • Third demerit - Parent notified and ASD assigned • Fourth demerit - Parent notified and ASD assigned • Fifth demerit or more - Referral to a principal Below is demerit sample form: Image source: www.byrnesrebelsathletics.com Since the 18th century, philosophers, criminologists, and penologists have scrutinized the importance of a person’s bond to society with respect to the imposition of punishment. As an opponent of the practices of torture and the death penalty, Cesare Beccaria emphasized controlled punishment not only to ensure protection from a despot state power, but also to keep people connected to conventional society. In his well-known book, Of Crimes and Punishment, Beccaria (1764) stated the following: “All that extends beyond this - is abuse, not justice. Observe that by justice I understand nothing more than that bond which is necessary to keep the interest of individuals united, without which men would return to their original state of barbarity. All punishment which exceeds the necessity of preserving this bond are in their nature unjust.(p. 3) The utilitarian author understood that punishment in a just society should be exercised for the rectification of the individual and progress of society by maintaining communal ties. Unlike retributive philosophers like Plato or Kant, Beccaria’s concerns were in the preservation of the future. Because human beings are intrinsically social, punishment should be wielded to foster interpersonal connections, not hinder them.” Another utilitarian and Classical theorist, Jeremy Bentham, examined the actual definition of sanction and explicated sanction systems or sources of sanctions. Bentham (1970) found that the word “sanction” was rooted from the Latin word Sanctio, which “was used to signify the act of binding, and, by common grammatical transition, any thing which serves to bind a man: to wit, to the observance of such or such a mode of conduct” (p. 34). In contemporary society, sanctions may function in the form of punishments or rewards. The systems which bind a person to society, the normative order, or others, include physical, religious, moral, and political sanctions. Physical sanctions are those consequences which naturally follow a deviant or criminal act. For instance, a person may physiologically not be able to handle excessive drinking over a long period of time, as exemplified by conditions like cirrhosis of the liver. To the extent that people believe in the afterlife and religious authority, Bentham suggested that religious sanctions, such as excommunication, can affect their behavior. Third, political sanctions originate in the state and guide public policy. These are laws and consequences that seek to increase the costs and decrease the benefits associated with crime. Potentially more important than political sanctions, moral sanctions involve the reactions of people surrounding the penalized individual. Some theorists (Hirschi, 1969; Kornhauser, 1978) assert that moral sanctions may have a more serious effect on crime than political sanctions; however, formalized sanctions, such as incarceration or arrest, are still paramount over considerations of informal sanctioning which seeks to strengthen social ties. Ultimately, though, Bentham believed that the criteria of effective deterrence of behavior include the certainty, celerity, and severity of punishment or sanctions. Rather than asserting ideals for punishment, some researchers examined how punishment was utilized throughout history. Two centuries after the writings of Beccaria, Foucault (1977) elaborated on the methodical nature of punishment and modern systems of control. Citing Bentham’s Panopticon, Foucault suggested that institutional control of power and knowledge extends beyond the confines of the prison wall into society. Like pieces of the same puzzle, Foucault asserted that various social institutions (i.e., prisons, schools,hospitals, etc.) operate under the same functions; to control and track people throughout their lives. Along these same lines, the author claimed that punishment functioned as the institutional deprivation of knowledge (Foucault, 1977). These previous propositions have direct implications for the state of punishing and monitoring juveniles in society; especially in the school (Kupchick & Monohan, 2006). While the Foucaultian assumption that punishment in contemporary society deprives the individual of power is cogent, his premise of institutional control needs further speculation. Specifically, the imposition of suspension or expulsion may lead the student to disengage from the educational institution, thereby diminishing the school’s control over their conduct. However, one possibility is that the ‘tracking’, as Foucault would suggest, is still ostensible through the transfer of control to other social institutions, namely the criminal justice institutions. Moving beyond the philosophy and theories of contemporary societal punishment, several criminologists have examined the ideal goals of punishment and the effects of punishment on individual control and subsequent delinquency. De Li (1999) suggests that punishment should serve a dual purpose, which attempts “to prevent and control delinquency, but also to promote successes in areas that are most important to juveniles, including education, employment, and job status” (pp. 392-393). However, it is clear from the author’s writings that he questions the efficacy in the application of formal social control (i.e., arrests) on juveniles. Others have also recognized the detriment of juveniles who become involved in the criminal justice system while in school (Nickerson & Martin, 2008; Sweeten, 2006). Indeed, findings in this area suggest that formal sanctions are positively correlated with future delinquency (De Li, 1999; Sweeten, 2006). Sweeten (2006) found that court involvement did increase the likelihood that juveniles dropped out of school. Drop outs, inturn, are positively associated with the individual’s future delinquent behavior (Thornberry, Moore, & Christenson, 1985). 2.2 Statistic The rise in social deviance among adolescents can be viewed from various aspects. Throughout 1995,4012 adolescents (remanded in prison and Henry Gurney School) were involved in crimes where 96.2%were male adolescents. The phenomenon is rather alarming and should not be viewed lightly as there aremore male detainees in rehabilitation centres and under remand. Although there is an increase in thenumber of male adolescents involved in criminal misconduct, statistics show that the involvement of femalejuveniles in crime has also increased 161.5% from 325 cases in 1974 to 850 cases in 1995. The statistics of the Prison Department of Malaysia show that of the 2964 juveniles who are servingprison sentences: 1231 (41.6%) are Malays; 110 (3.7%) Chinese; 314 (10.6%) Indians; 197 (6.6%) otherraces including the Bumiputera in Sabah and Sarawak, and 1112 (37.5%) foreign juveniles. The increase incriminal misconduct among adolescents is influenced by several factors particularly involving those directlyinvolved with adolescent development such as parents, the school, the family, social institutions, thecommunity and the government. Year Young Prisoners Juvenile Detainees Juveniles Total 2000 1651 121 536 2308 2001 1565 119 533 2217 2002 2020 128 527 2675 2003 2517 125 535 535 2004 2314 118 532 2964 Source by : www.unafei.or.jp 2.3 roles of authority person 2.3.1 General Principles • The basic rule is that no-one may disrupt school life. • Discipline is important. Self-discipline is preferred, but if anyone is incapable thereof, the school must provide thenecessary procedures to enforce discipline. • Respect must be shown for the needs and interests of others. Regular communication and consultation betweenlearners and educators is essential. This will ensure the necessary dissemination of information and make for harmonious relationships. • It is the collective responsibility of all to ensure that all school facilities are adequately and properly cared for. • No form of intimidation, political or otherwise is allowed. • No learner has the right at any time to behave in a manner that will disrupt the learning activity of other learners, or • Will cause another learner physical or emotional harm. • Learners are expected to abide by the School rules with regard to appearance and behaviour when representing the • School both during School hours and after School hours, at School and away from School. Learners may not say or • Do anything that will discredit themselves or the School. 2.3.2 Parents/guardians, learners and teachers are jointly responsible for ensuring that all learners attend School. • The housemaster (senior school) or class teacher (junior school) must keep an accurate register of learner attendance and must keep copies of all communication to parents when absence from the classroom is reported. • All learners are to arrive at School before the official starting time. Learners who are late for School will be marked absent as registers are completed at the beginning of each School day. • Absence from a class, without the permission of the relevant housemaster, is prohibited. • Any dayboy who is absent from School must hand an absentee note from a parent/guardian to his housemaster. • Should a dayboy be absent from School for a period of three (3) days or longer, this leave of absence must be supported by a letter from a registered medical practitioner. • Any absence from a formal examination, test or task must be supported by a letter from a registered medical practitioner. • No learner may leave the School during School hours without a letter from a parent/ guardian requesting the release of their child and the permission of the housemaster. • All learners will attend Chapel unless permission has been obtained from the Headmaster. 2.4 Effectiveness leadership in handle discipline problem Effective leadership is crucial to an organization’s success. There are several common characteristics that effective organizational leaders share. Without these characteristics, initiatives and change can fail. Leaders can take many different steps to help keep projects from failing. Leaders need to be self-aware of how their actions are perceived by those they manage (Moment, 2007). Employees will sometimes mirror the behavior of managers. Aghdaei (2008) talks about the philosophy of “shadow of a leader,” where the leader demonstrates the wanted behavior (p. 16). Leaders should model hard work for employees (Weiss, 2000). Aghdaei (2008) states that “when you repeatedly demonstrate meaningful, positive behavior, people are motivated to follow” (p. 16) Strategic planning is crucial to guide leadership (Choen, 2008). Leaders must make clear and specific goals and objectives, be able to communicate those, and make sure that the goals are measurable. Planning and having a strategy are important in order to make initiatives succeed. Managers have to move ideas and initiatives to executable steps that their team can implement (Maddock & Viton, 2008). A leader has to clearly communicate what is needed (Weiss, 2000). If the employee does not understand what to do, then the initiative is set up for failure. Leaders also need to know how to handle and address failure. Hesselbein et al states that “failure can become the next step of learning, the beginning of another new creative idea” (Hesselbein, Goldsmith, & Somerville, 2002, p. 89). Failure can be a learning experience and should not necessarily be punished. Also by punishing failure, employees may be more reluctant to suggest innovative ideas for fear of failure. Principle is responsible to handle student discipline using MDDS for make school decrease the discipline issue. Hence, need effective leader to handle the situation.