Discipline through Dialogue

Abstract

The objective of this degree project is to compare Scottish and Swedish teachers’ views on discipline in two particular schools. Moreover, this paper aims to study how the teachers consider application of different disciplinary systems and methods to manage indiscipline. The teachers’ thoughts will subsequently be accentuated by theories of learning and the research questions of this study are as follows:

• What are the teachers’ views on discipline in a Scottish and a Swedish school today? • What are the differences and similarities in the teachers’ views on ways of dealing with indiscipline? • Concerning discipline, how do guidelines in curriculums and policies compare between the two schools? • What do the teachers consider to be the way forward to a better learning environment?

The material has been gathered through semi-structured interviews. Furthermore, classroom observations have been utilised as well as the close readings of governing documents and discipline policies. In order to provide a wider perspective of the subject of school discipline, the data has also been analysed through theories of learning.

The majority of both the Scottish and the Swedish teachers in this study agree that communication and dialogue are important aspects of discipline and essential when countering indiscipline. Consequently, the discipline system of the Swedish schools is formed around a sociocultural theory and the Scottish implicit discipline system is too. The Scottish formal discipline policy is, however, also behaviouristic in its design.

Conclusively, this report can provide a wide range of tactics, and advice, recommended by 13 professionals to counter indiscipline. The teachers’ perceptions of the importance of the dialogue between teacher and pupil in discipline, or in teaching as a whole, are also valid contributions to international teaching.