Demystifying Discipline-culture: It’s Probably Not What You Think It Is!
You may have heard of discipline-culture before, but I bet you think it’s all about office referrals and student misbehavior. Well, as the originator of discipline-culture, I’m here to set the record straight and shed light on its true essence—a concept born out of years of experience and research, infused with the social emotional learning (SEL) principles and leadership. Through my documented work as a student-achievement-raising principal and researcher, I define discipline-culture as the collaborative approach taken by teachers and administrators to address daily issues that affect instruction, encompassing student-to-student, student-to-adult, or (the elephant in the room) adult-to-adult interactions. From this concept emerged the transformative formula entailed in my book, DIPP Approach for Educators Success Manual: Discipline-culture + Instructional Practices = Performance.
Beyond Behavior Correction: The Leadership and SEL Connection
Leadership plays a pivotal role in creating a positive discipline-culture. As a leader and member of teams since my middle school years, I have always noticed how issues, especially when not handled properly or in a timely manner, have caused mistrust, misunderstanding, and, sometimes, misuse of individuals. Morale improves with a positive discipline-culture because everyone desires to be treated fairly. Discipline, at its core, is about more than just punishment; it’s about growth for correcting issues, improving skills, and understanding behavior. The ways in which we go about accomplishing this task entails discipline-culture.
Unsolved or unresolved issues create breeding grounds for toxicity in schools. Teachers will not use the instructional strategies that produce the highest gains in school environments when they don’t feel issues are handled consistently or properly. This will be even more prevalent when they are not involved in the governance of the school. The resistance towards the inclusivity of teachers in administrative matters continues because there has not been a focus on the social emotional learning (SEL) competencies for leaders: self-awareness, self-management, social awareness, responsible decision-making, and relationship building. Leaders with knowledge of the SEL competencies can easily make the connection to intentionally create a positive discipline-culture.
Moving Forward: The Role of Leadership
The educational shift has occurred, and leaders must consider ways to diversely include all team members and departments into the school transformation process. When issues are handled effectively and consistently, morale improves, toxicity dissipates, and teachers are empowered to use high-yielding instructional practices because they feel the support from administration. Consequently, their commitment to their individual growth as educators helps improve the staff, students, and school collectively.
The belief from leaders in teachers results in desires for higher instructional self-efficacy, leading to better performance for all. By creating a positive discipline-culture, leaders not only decrease referrals, but they increase collaboration among staff members, build teams within teams, reduce teacher conflict, boost restorative practices, implement better instructional initiatives, and drive momentum toward the future for both students and adults.
Unlock Potential Through Discipline-culture
Imagine a school community where everyone feels valued, respected, seen, and heard—a community where issues become opportunities for growth rather than obstacles to overcome. Discipline-culture, when combined with effective instructional practices, lays the groundwork for student and teacher excellence, propelling the entire school community toward success. Discipline-culture + Instructional Practices = Performance is a holistic educational framework that can lie within any educational setting to help enhance the school environment. Moreover, discipline-culture is replete with SEL-awareness opportunities to help create a school community in which everyone flourishes every day. “When we flourish, we grow.”
In conclusion, discipline-culture influences the instructional practices that teachers use to impact performance for both students and adults. This shift in education intensifies the importance of team-building during the school transformation process and provides ways to ensure all team members are engaged during the journey. As you can see, discipline-culture is much deeper than punishment, it’s about leveraging challenges to improve instructional practices, and, ultimately, performance. Remember the formula, Discipline-culture + Instructional Practices = Performance!
References/Resources
Griffin, Joe. (2023). The DIPP Approach for Educators Success Manual: Discipline-culture +
Instructional Practices = Performance. North Hollywood, CA: Joe Griffin Global Consulting.
Griffin, Joe. (2023). The DIPP Approach for Student and Adult Success Guidebook. North
Hollywood, CA: Joe Griffin Global Consulting.
Griffin, Joe. (2023). The DIPP Approach for Student and Adult Success: SEL Curriculum for
Life. North Hollywood, CA: Joe Griffin Global Consulting.
Griffin, Joe L. (2020). Discipline-Culture and Instructional Practices: An Integrated Leader’s
Role. Dissertations. Retrieved from https://aquila.usm.edu/dissertations/1742.
