The document discusses the concepts of discipline in traditional and modern contexts. Traditionally, discipline was imposed from external forces and focused on obedience, punishment, and temporary behavioral changes. Modern discipline concepts emphasize voluntary, internal control through positive reinforcement, democratic principles, and fostering initiative and creativity to enable permanent behavioral adaptation. Effective discipline in schools requires a balance of order and student freedom, with discipline arising from students internalizing rules rather than external enforcement alone.

1. CONCEPT OF DISCIPLINE

2. INTRODUCTION
Discipline is the practice of training people
to obey rules or a code of behaviour.
It originates from a latin word “DISCIPLINA” which means
INSTRUCTION. Thus, it means a systematic instruction given
to a disciple.
DERIVATIVE MEANING
Discipline in school means, ‘ORDER AND SYSTEM IN DOING
THINGS, REGULARITY AND OBEDIENCE TO COMMANDS’.

3. CONCEPT OF DISCIPLINE
The concept of discipline is not new but it is as
primitive as the life on this earth, in the present
scenario, two broad concepts are prevalent named
as below:
MODERN
CONCEPT OF
DISCIPLINE
ANCIENT
CONCEPT OF
DISCIPLINE

4. ANCIENT CONCEPT OF DISCIPLINE
RULE IS
SUPREME
DICTATORSHIP
IGNORING
CHILD’S
FREEDOM
FORCED
DISCIPLINE
TEMPORARY
IN NATURE

5. Modern concept
• Voluntary and internal
• Positive and constructive
• Cooperative in nature
• Focus on democratic principles
• Based on love and affection
• Child centered in nature
• Permanent in nature
• Based on the concept of freedom
• Based on participation of students
• Not an end

6. TRDITIONAL CONCEPT v/s MODERN
CONCEPT
Traditonal concept Modern concept
It is imposed discipline. It is self discipline.
It is negative and destructive. It is positive and constructive.
Discourages initiative and creativity. Encourages initiative and creativity.
It is based on punishment. It has element of persuasion.
Child remains passive and frightened. Child is active and cheerful.
Has temporary effect. Has permanent effect.
No scope for self-govt. and democracy. It is very much based on self-govt. And
democracy.

7. TYPES OF DICIPLINE
• 1- EXTERNAL ENVIRONMENT: Is one which is
imposed in one way or the other by the
environment . It may be imposed by the material
things in the environment or it may be imposed by
the other people in the environment .
•
• Example - As the child lives his life he requires
certain experiences that come from material things
in the environment .with experience he becomes
aware that knife may cut him, fire may burn him.

8. 2- INNER DISCIPLINE
•IT IS ALSO KNOWN AS SELF DISCIPLINE. IT IS
IMPOSED by the individual upon himself
.This sort of discipline comes in that phase of
development of the individual when he
realizes that there are some potentialities in
him which needs to be controlled or
encouraged to become a man of his
perception .FOR that purpose he uses his
inner forces for controlling his impulses
,urges ,emotions etc .

9. FREEDOM AND DISCIPLINE
• Freedom and discipline are considered as antonyms,
but they are complimentary to each other. One
cannot truly exist without the other.
• In the traditional school setup discipline is enforced
by fear and punishments.
• True discipline is not externally enforced rather it is
the child who internalizes the rules and feels that
he/she is responsible for his/ her acts.
• An “active discipline’ is attained when the child is the
master of himself and control himself.

10. ▪ Children learn best in free
atmosphere and the true freedom
cannot exist without self discipline
▪ The child and the teacher work
together in a prepared environment
to build a community.
▪ The child learns to respect the rule,
choice is given for the child to choose
his own activities.The outcome of
this freedom is self discipline,
concentration and social interaction.

11. IMPORTANCE OF SCHOOL
DISCIPLINE
• Achievement of objectives
• Effective teaching
• Helping in development of personality
• School administration
• Proper use of potentiality
• Positive and constructive
• Training of self – control
• Training of self – respect
• Social need
• Democratic

12. Causes of Indiscipline
1)Personal causes
a) Physical and mental deformity
b) Complex of inferiority or superiority
c)Bad habits
2) Educational causes
a)Lack of moral education
b)Organisational drawbacks

13. Contd..
3) Social Causes
a) Unpleasant Environment
b) Bad Home Environment
c) Uneducated Parents
4) Political Causes
a) Involve students in party

14. Contd....
5) Psychological Causes
a) Punishment by teachers
b) Punishment by Parents

15. Recommendations of school
indiscipline committee (1960)
• Student should be admitted in the school on the
basis of qualification and merit
• Careful selection of teacher and vice chancellor
• Appropriate steps should be taken to bring close
contracts between teacher and student
• No corrupting influence from outside should be
allowed to enter in the university or college
• Student union should be encouraged very carefully
• Vocational and moral guidance should be provided
to students

16. Recommendations of the second
conference of vice chancellors
• Optimum size of an institution
• Improved teacher pupil ratio
• Setter working conditions for the students
• More work to students of arts faculty
• Most extra-curricular of trade unions which may
not assume the character of trade union
• Proper emoluments and conditions of work for
teachers
• Firm and immediate steps against breach of
discipline
• Introduction of religious and moral instruction