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pdate parents on a major accomplishment or severe difficulty their child has encountered in your class, you will have the necessary contact information available to expedite parent communication.

第五部分研究论文——PART V. RESEARCH ARTICLE
In a article written by Sherry H. Brown, School Discipline: What Works and What Doesn't , it doesn't take a lot of research to tell us that school discipline is different today than it was in the 1950s. This article discussed various studies that showed students who misbehave in school express a variety of reasons for doing so:

Some think that teachers do not care about them.
Others do not want to be in school at all.
They do not consider success in school important anymore.
Students are unaware that bad behavior will result in punishment they will not like.
Discipline enforcers have to go through long procedures of due process: hearings, specific charges, witnesses, and appeals.
I read this article to my class, despite these hurdles; students of Inkster High School agreed that discipline is needed in schools. One student stated, 'If there were no discipline, the school would not be distinguished from the street.'

This article pointed out areas that cause disciplinary problems in school.

• Denial: In many schools, their students intimidate teachers. Out of fear of retaliation, they fail to report problems or ignore them hoping that the students responsible will quit the bad behavior by themselves.
• Troubled Students: State and Federal laws require that some special needs students receive special attention. Many adults and school systems believe that 'troubled students' are not responsible for their actions, thus they are not punished as severely as other students are.
• Legal Procedures: Because of the raised awareness of the civil rights of children, the law requires adults to go through expensive, time-consuming and confusing procedures in regards to school discipline. These legal procedures do protect the rights of children, but make it very difficult to stop school discipline problems.
• Modeling: Many adults fail to model the behaviors they want from students. Modeling the rules that students are to follow should be required of all adults. All adults in a community, especially parents and teachers, need to model integrity, honesty, respect and self-control.
• Enforcement; Because of internal administrative problems or lack of procedures, many school officials fail to enforce the rules or punish students for infractions. Some fear lawsuits from parents; others just do not care, or they are 'burned out.'
• Time-out and Detention: In-school suspensions, time-out and detention have been age-old solutions for troubled students. Yet today, many students do not mind detention, preferring it to going home to an empty or abusive household. Many consider time-out a quiet place to work. Detention lets them socialize after school. In addition, both time-out and detention get them attention from caring adults.
• Fuzzy Rules: Studies have shown that many rules are not strictly enforced. Many school and classroom rules do not make sense to students. Some discipline codes are 'fuzzy' and not clear on expectations and punishments. Some disruptive students are labeled with codes like ADHD (Attention Deficit/Hyperactivity