At the heart of the restorative justice process, according to a New York Times article, is relationship building and problem solving: "It encourages young people to come up with meaningful reparations for their wrongdoing while challenging them to develop empathy for one another through 'talking circles' led by facilitators.
The learners become careless about observing school policies and regulations.
I remember being conned into favors by year-olds, making bargains with students who wanted to be let off the hook for various disruptions. Students are told the rules, the consequences, what to do, when to talk. For many "old-school" teachers and parents who grew up in an age of greater conformity and fear-based authority, the culture of our schools is in dire straits because they believe there is not enough discipline.
Other than that, discipline motivates children to behave well in order to be praised by society for their well-being. The causes are categorized into two parts, which are the out-of-school causes and the in-school causes.
Using longitudinal data from elementary and secondary schools, analyses indicate that regardless of schools prior rates of discipline, the more family and community involvement activities were implemented, the fewer students were disciplined by being sent to principals offices or given detention or in-school suspension.
A teacher who has a comprehensive and accurate grasp of the subject matter and is able to relate to other fields of knowledge and integrate with relevant and real-life situation, need not worry about disciplinary problems.
However, there are discipline problem that becomes the obstacle to the peace of the institution.
The teacher's personality has bearing upon the learners which stem from two aspects - the teacher's personal characteristics and his scholastic qualifications.