essay on the topic home study is the best punishment for indiscipline students give your views for the statement
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Every day around 50,000 pupils miss school without permission. Bad behaviour disrupts education at one in twelve secondary schools, according to Ofsted. And four out of five secondary pupils say some of their classmates regularly try to disrupt lessons.
The mission of this government is to raise educational standards. But you can't raise standards if pupils miss school and behave badly when they are there. Attendance and good behaviour are preconditions for effective learning. Tackling poor behaviour is as much part of improving pupil performance as good teaching. There are two other reasons why we must tackle the behaviour problem.
First, education is about values as well as knowledge and skills. Values such as respect, courtesy and consideration are the foundations of a civilized society. That includes respect for others and respect for authority.Heads, teachers and other school staff deserve respect.
There can never be any justification for subjecting them to assault - verbal or physical.
Residents living near schools and older people in particular also deserve respect - they should not have to put up with being jostled or abused while waiting for a bus, walking near their home or shopping at the local store.
And in case anyone thinks that sounds a bit old fashioned or authoritarian then just reflect on this fact. Forty five per cent of teachers leaving the profession cited behaviour as one of the main reasons for doing so.
They are highlighting a lack of respect in too many of our schools. It is time to restore respect for authority to its rightful place.
That in turn must mean a sustained drive to strengthen school discipline. Second, we know that if we do not address behaviour problems early on then both the children themselves and society at large suffer.Half our children are now getting five or more good GCSEs. But only 10% of persistent truants and 17% of pupils who have been excluded achieve that standard. And a survey from the Youth Justice Board published earlier this year reported that two thirds of truants and excludees said they had committed a criminal offence.
Children need clear boundaries: boundaries that adults - parents as well as teachers - must set. We cannot abdicate our responsibility when children move outside those boundaries. To do that is to betray children, because the consequences of bad behaviour are so damaging.
Of course we must keep a sense of proportion. I know from visiting schools that most pupils attend regularly and behave well. And the vast majority of parents value and support their children's school and its staff. But that is all the more reason why we owe it to pupils, parents and teachers alike to deal with those who do truant or who are ill-disciplined.
Strong leadership by head teachers and schools can make a huge difference. Armley Primary school in Leeds, for example, has raised attendance from 71% to 91% in a year.
This extraordinary achievement by headteacher, Kath Andrews, her staff and the school's education welfare officer shows just how much can be done by combining a welcoming environment, clear rules and a determination to make parents face up to their responsibilities.
Hillcrest school in Dudley came out of special measures six months after Mo Brennan's appointment as headteacher. The school's unauthorised absence rate has dropped by nearly two thirds in two years and as important the proportion of pupils getting five good GCSEs has more than doubled. What some schools have achieved is a model for others to follow. But we cannot leave it all to schools. Heads need action and support from parents, governors and local authorities. We must challenge cultural acceptance of bad behaviour and truancy. And the government too has a duty to take the lead with a coherent and sustained programme of measures. Our measures must deal with attendance as well as with behaviour in schools. They must promote early intervention, which means helping primary schools as well as secondary schools. And they must strike the right balance between supporting the "can'ts" - families in real difficulty - and putting pressure on the "won'ts".
The mission of this government is to raise educational standards. But you can't raise standards if pupils miss school and behave badly when they are there. Attendance and good behaviour are preconditions for effective learning. Tackling poor behaviour is as much part of improving pupil performance as good teaching. There are two other reasons why we must tackle the behaviour problem.
First, education is about values as well as knowledge and skills. Values such as respect, courtesy and consideration are the foundations of a civilized society. That includes respect for others and respect for authority.Heads, teachers and other school staff deserve respect.
There can never be any justification for subjecting them to assault - verbal or physical.
Residents living near schools and older people in particular also deserve respect - they should not have to put up with being jostled or abused while waiting for a bus, walking near their home or shopping at the local store.
And in case anyone thinks that sounds a bit old fashioned or authoritarian then just reflect on this fact. Forty five per cent of teachers leaving the profession cited behaviour as one of the main reasons for doing so.
They are highlighting a lack of respect in too many of our schools. It is time to restore respect for authority to its rightful place.
That in turn must mean a sustained drive to strengthen school discipline. Second, we know that if we do not address behaviour problems early on then both the children themselves and society at large suffer.Half our children are now getting five or more good GCSEs. But only 10% of persistent truants and 17% of pupils who have been excluded achieve that standard. And a survey from the Youth Justice Board published earlier this year reported that two thirds of truants and excludees said they had committed a criminal offence.
Children need clear boundaries: boundaries that adults - parents as well as teachers - must set. We cannot abdicate our responsibility when children move outside those boundaries. To do that is to betray children, because the consequences of bad behaviour are so damaging.
Of course we must keep a sense of proportion. I know from visiting schools that most pupils attend regularly and behave well. And the vast majority of parents value and support their children's school and its staff. But that is all the more reason why we owe it to pupils, parents and teachers alike to deal with those who do truant or who are ill-disciplined.
Strong leadership by head teachers and schools can make a huge difference. Armley Primary school in Leeds, for example, has raised attendance from 71% to 91% in a year.
This extraordinary achievement by headteacher, Kath Andrews, her staff and the school's education welfare officer shows just how much can be done by combining a welcoming environment, clear rules and a determination to make parents face up to their responsibilities.
Hillcrest school in Dudley came out of special measures six months after Mo Brennan's appointment as headteacher. The school's unauthorised absence rate has dropped by nearly two thirds in two years and as important the proportion of pupils getting five good GCSEs has more than doubled. What some schools have achieved is a model for others to follow. But we cannot leave it all to schools. Heads need action and support from parents, governors and local authorities. We must challenge cultural acceptance of bad behaviour and truancy. And the government too has a duty to take the lead with a coherent and sustained programme of measures. Our measures must deal with attendance as well as with behaviour in schools. They must promote early intervention, which means helping primary schools as well as secondary schools. And they must strike the right balance between supporting the "can'ts" - families in real difficulty - and putting pressure on the "won'ts".
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