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The Importance of Self-discipline for Achieving Success

• Categories: Discipline Success

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Published: Oct 2, 2020

Words: 1387 | Pages: 3 | 7 min read

Table of contents

Power of self-control, consistent steps to self-discipline, works cited, a sense of belief and importance, the danger of too much self-discipline, get enough sleep, importance of observation, get organized, self-discipline as a habit, daily discipline breeds self-worth.

• Baumeister, R. F., Gailliot, M., DeWall, C. N., & Oaten, M. (2006). Self-regulation and personality: How interventions increase regulatory success, and how depletion moderates the effects of traits on behavior. Journal of Personality, 74(6), 1773–1801.
• Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.
• Emerson, R. W. (1841). Self-Reliance. Essays: First Series. https://www.emersoncentral.com/selfreliance.htm
• Goleman, D. (2013). Focus: The Hidden Driver of Excellence. HarperCollins Publishers.
• Hagger, M. S., Wood, C., Stiff, C., & Chatzisarantis, N. L. D. (2010). Ego depletion and the strength model of self-control: A meta-analysis. Psychological Bulletin, 136(4), 495–525.
• Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102(6), 1318–1335.
• McGonigal, K. (2012). The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to Get More of It. Avery.
• Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933–938.
• Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–322.
• Vohs, K. D., Baumeister, R. F., & Schmeichel, B. J. (2012). Motivation, personal beliefs, and limited resources all contribute to self-control. Journal of Experimental Social Psychology, 48(4), 943–947.

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40+ Benefits of Self-Control and Self-Discipline

There is a multitude of areas in everyday life where so many of us want to do better.

This is particularly evident given the millions of people (including almost half of Americans) who make New Year’s resolutions each year. Such resolutions often involve goals related to diet and fitness, finances, relationships, and the reduction of unhealthy behaviors (i.e., smoking).

Unfortunately, however; an 80 percent failure rate has been estimated for such resolutions (Luciani, 2015). Moreover, general efforts to change behaviors result in relapse over half of the time (Kottler, 2012).

Why are we so consistently disappointed by our failed efforts at self-improvement? For one thing, these objectives are not easy. Fulfilling one’s dreams “ takes an awful lot of determination, dedication, self-discipline, and effort ” (Jesse Owens, brainyquote.com).

This article will look into the research behind self-control and self-discipline (terms to be used interchangeably); including the many benefits thereof and how to attain them. Several interesting research studies will also be described.

Before you continue, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only help you increase the compassion and kindness you show yourself but will also give you the tools to help your clients, students, or employees show more compassion to themselves.

This Article Contains:

What are the benefits of self-control and self-discipline, most interesting scientific findings, 22 things you can do to realize these benefits, a take-home message.

Let’s begin our inquiry by exploring the evidence supporting the many benefits of self-control to health and socioemotional wellbeing.

1. Weight, Fitness, and Health

It has been said that “ eating constitutes the greatest obstacle to self-control ” (Mahavira, brainyquote.com). Of course, the endless stream of weight loss-related advertising, including gym memberships, weight loss programs, and even weight loss surgery is ample evidence for the enormous business surrounding weight loss. Not to mention the personal weight-related struggles experienced by numerous people.

Losing weight is an all too common goal that is greatly enhanced by self-control. For example, in a 12-week diet and self-discipline exercise program among overweight adults (e.g., a body mass index of at least 25 kg/m2), researchers found higher levels of trait self-control among those who were more successful in achieving program goals.

More specifically, participants with relatively higher self-control ate fewer calories (including less fat), burned more calories, and achieved greater weight loss (Crescioni, Ehrlinger, & Alquist et al., 2011).

Several additional studies investigating self-control (also referred to as ‘ self-regulation ’) and weight loss have included youth participants, often with a particular interest in how early self-control might protect against and subsequent weight gain during adolescence.

This topic was researched in a large-scale longitudinal study, including ten U.S. sites (Francis, & Susman, 2009). Participants included 1061 children from age 3 to 12 years. Self-control and body mass index (BMI) were assessed at baseline, as well as at multiple time-points covering a total of 9 years.

Interestingly, children with lower self-regulatory skills had higher BMI’s and more weight gain at each time-point. In other words, self-control had a significant impact on weight gain from childhood through early adolescence.

In a similar study by Duckworth, Tsukayama, and Geier (2010); self-control was assessed among fifth graders who were followed until eighth grade. This study found that fifth graders who were higher in self-control evidenced significantly decreased BMI’s over the following three years.

Finally, weight gain during the transition from childhood to adolescence was examined in another longitudinal study among 844 children (Tsukayama, Toomey, & Faith et al., 2010). This study, which included both parent and teacher ratings of self-control, indicated that those who were higher in self-control were less likely to be overweight at age 15.

The authors noted that the ability to control impulses and delay gratification represented significant factors affecting the avoidance of weight gain during adolescence. The combination of these studies provides compelling evidence for the power of self-control early in life to predict healthy weight over time— including during early and middle adolescence.

Along with weight, a more general measure of physical fitness has been examined concerning self-control. Specifically, in a cross-sectional (non-longitudinal) study including young male participants, various fitness-related outcomes were assessed including BMI, muscle fitness, aerobic fitness, and leisure time physical activity (Kinnunen, Suihko, & Hankonen et al., 2012).

Findings indicated that self-control was associated with lower BMI and higher levels of muscular and aerobic fitness. Interestingly, fitness indicators remained significantly related to self-control, even regardless of participants’ BMI measures.

Medical conditions in adulthood have also been linked to measures of self-control during adolescence. For example, in a compelling study by Miller, Barnes, and Beaver (2011), 9 out of 10 physical and brain-based health issues were significantly less likely among adults who were rated as higher in self-control during adolescence.

More specifically, lower self-control was predictive of a higher odds of experiencing depression, ADHD, other mental illnesses, poor hearing, stuttering speech patterns, asthma, cancer, high cholesterol, and high blood pressure. These findings represent a powerful example of the benefits of self-control.

2. Academic and Career Success

Fred Rogers (e.g., ‘Mr. Rogers’) referred to discipline “ as the continual everyday process of helping a child learn self-discipline ” (brainyquote.com). He had a point.

Along with health-related outcomes, self-discipline also plays an important role when it comes to children’s education. For example, a longitudinal study, including 164 eight graders, found that self-discipline assessed in the fall was related to a variety of important educational outcomes measured in the spring (Duckworth, & Seligman, 2005).

This study indicated that self-control had a significant positive impact on grades, attendance, and time spent doing homework. Being higher in self-control was also related to fewer hours spent watching television.

The importance of self-discipline reported in this study was maintained after statistically adjusting for IQ and achievement test scores. This research lends support to parents who have consistently—and perhaps frustratingly— tried to impress upon their adolescents the importance of being disciplined when it comes to homework, screen time, and general study habits.

With rapid increases in technology related to office automation, large numbers of people are working from home. While telecommuting has several advantages for employees, such as increased flexibility; it also has its challenges.

Primarily, when employees work in a potentially distracting environment without in-person supervision, productivity may be negatively impacted. Indeed, employees require a certain degree of self-discipline and motivation to succeed in their jobs (Olson, 1983).

To address predictors of occupational success; Converse, Pathak, and DePaul et al. (2012) took a comprehensive look at self-control. The researchers conducted two studies, with the first one examining self-control among 249 full-time employees. In this study, self-control was related to higher salary and occupational prestige.

The second study consisted of an impressive longitudinal design and 1,568 participants whose self-control was assessed during childhood. After 20 years, those who were rated higher in restraint achieved greater career and occupational success (i.e., job satisfaction, salary, and prestige).

It was also reported that self-control benefited educational achievement; which, in turn, predicted higher wages and occupational prestige (Converse et al., 2012). These findings are particularly relevant for employers, given their implications regarding which employees will be most successful. And they are undoubtedly salient to telecommuters.

3. Risky and Problem Behaviors

Behavioral theories seeking to explain deviant, unhealthy, and risky behaviors often address the role of self-control. For example, Gottfredson and Hirschi’s (1990) self-control theory posits that inclinations toward criminal actions occur as a function of an individual’s ability to control his/her tendency to engage in such behaviors.

Those people who are higher in self-control are predicted to be better able to postpone immediate gratification in favor of long-term rewards. More specifically, “long-term consequences influence the actions of a person with ample self-control, whereas the elements of criminal behavior reflect easy and immediate gratification of universal, fundamental, human desires.

A person with adequate self-control is less likely to attend to, or invest in, these features of a situation than is how or her less-controlled counterpart” (Gibbs, Giever, & Martin, 1998, pgs. 41-42).

This theory was tested using a large sample (N = 1000) of American college students (Ford, & Blumenstein, 2012). Researchers found a higher risk of binge drinking, cannabis use, and prescription drug misuse among participants who were lower in self-control.

A review of risky behavior would be remiss if not addressing the period of adolescence. Adolescence is marked by substantial increases in dangerous behaviors such as fast driving, substance use, and risky sexual behavior— among others.

While it is not uncommon for youth to misjudge the risks involved in their actions (i.e., adolescent drivers tend to overestimate their driving skills), there are other factors at play when it comes to significant increases in preventable forms of death that occur during this period. One such factor is self-control; as holding-off on temptations can be particularly challenging among young people.

Consequently, several studies have investigated the various constructs (i.e., self-control) that predict dangerous behavior among adolescents. For example, self-control theory has been investigated concerning youth sexual behavior because of its potential for undesirable and unhealthy outcomes (i.e., unplanned pregnancy and sexually transmitted disease).

For example, Hope and Chapple (2004) examined data from a longitudinal study consisting of 709 participants who were between 15 and 17 years of age at the final assessment. A sub-sample of this group was also created, consisting of participants who had initiated sexual behavior (n = 223).

Researchers found that lower self-control significantly predicted having initiated sex, increased numbers of sexual partners, and a more casual (versus committed) relationship with sexual partners.

Research has similarly indicated that the lack of self-control is related to more impulsive or under-controlled sexual behavior, as well as the inability to resist engaging in sexual conduct with an individual who is not the primary sexual partner (Gailliot, & Baumeister, 2007).

Similarly, Wills and Stoolmiller (2002) followed a sample of 1,526 6th graders through 9th grade. A composite substance use score incorporating cigarette, alcohol, and marijuana use were created. Researchers found that increases in substance use over time were higher for those who were lower in self-control.

Finally, in a study examining criminal behavior and substance use among adolescent males already involved in the criminal justice system, a global scale of low self-control incorporating multiple subcategories was included as the predictor. Results indicated that the self-control sub-factors of risk-seeking and volatile temper were significant predictors of drug use, and both property and violent crimes (Connor, Stein, & Longshore, 2009).

4. Various Additional Outcomes Related to Self-control

Research addressing the benefits of self-control also has taken a look at broader spectrum outcomes. For example, in a study by Tangney, Baumeister, and Boone (2004); two extensive investigations were conducted using a new measure of self-control among college students.

Findings indicated that higher self-control was related to better relationships and interpersonal skills, higher grade point average, less binge eating, more secure attachments, and better adjustment as defined by less psychopathology and higher self-esteem (Tangney et al., 2004).

An additional study suggesting that self-control is related to a range of outcomes was conducted by de Ridder, Lensvelt-Mulders, and Finkenauer (2012). In their meta-analysis of 202 self-control studies, the investigators found positive relationships between higher self-control and the following outcomes: Happiness, good grades, committed relationships, and love.

Lower self-control was related to the following non-adaptive outcomes: Binge eating, alcohol use, occasional speeding, and lifetime delinquency. The authors further noted that the effect of self-control was about the same regardless of whether it was being examined as a risk or protective factor (de Ridder et al., 2012).

These findings are consistent with other research supporting a significant association between self-control and both happiness and general wellbeing (Hofmann, Luhmann, & Fisher et al., 2014). Overall, these studies provide convincing evidence for the impact of self-control across a range of critical psychosocial outcomes.

The secret to self control – Jonathan Bricker

In addition to the evidence explored above, we reflect on interesting findings that have come from research.

1. Processes, Measurement, and Moderators

Hofmann et al. (2014) conducted three studies aimed at explaining relationships between self-control and life satisfaction. Using adult participants in each study, a measure of relatively stable, trait self-control was examined in relation to life satisfaction ratings.

The authors reported evidence for a significant relationship between self-control and both positive emotions and life satisfaction. Perhaps more interestingly, high self-control, and positive outcomes were moderated by the ability to manage conflict.

More specifically, those with higher self-control also were able to act in a way that reduced conflict and distress. Moreover, individuals with high self-control were also better able to avoid temptations and thereby avoid ‘vice-virtue’ temptations (Hofmann et al., 2014).

This research suggests that there is more involved in how self-control affects outcomes, with conflict avoidance representing a key mechanism.

In the previously noted meta-analysis by de Ridder et al. (2012), additional interesting information about factors affecting the link between self-control and desired outcomes were also presented. Namely, the authors reported a stronger association between self-control and automatic behaviors versus more consciously control behaviors.

Automatic behaviors are those that are more habitual (i.e., writing pages in a novel each day as part of a routine); as opposed more controlled behaviors that require adjustments (i.e., trying to manage multiple competing resources to make time to work on a novel).

The authors suggest that self-control is not as related to resisting temptations as is often thought, but may instead be more about forming and breaking habits. Associations between self-control and outcomes have also been found to differ when it comes to real versus imagined behaviors.

Unlike actual behaviors, imagined behaviors consist of those “ that one intends to do, thinks one can do, or thinks one should do ” (de Ridder et al., 2012, p. 80). Imagined behaviors are more akin to wishful thinking (i.e., “I’m going to sail the world next year!”).

In a study by de Ridder and colleagues (2012), behaviors and self-control were more strongly associated with imagined versus real behaviors. The authors suggest self-control measures and constructs may be convoluted by the types of behaviors included, and how they are defined and measured.

Along with the need to unpack the nature of specific behaviors (i.e., real versus imagined; automatic versus control), the researchers also suggest that self-control is overestimated when only self-reports of behaviors are included.

In a research article by Duckworth and Gross (2014), self-control was examined in relation to grit. The authors define grit as “the tenacious pursuit of a dominant superordinate goal despite setbacks” (Duckworth, & Gross, 2014, p. 319).

Grit is thus more consistent with strength of character or perseverance in the face of adversity. The authors note that, while self-control and grit are indeed correlated; they represent distinct constructs that should not be used interchangeably. In other words, a person may have one, but not the other.

A person who is high in grit is described as someone who works persistently toward achieving a primary goal, perhaps even for years. He/she may be a highly productive person who can suppress conflicting lower order goals; as well as to deal with setbacks by creating alternative lower order goals and continuing to work tenaciously toward the primary goal (Duckworth, & Gross, 2014).

Consistent with this example, grit involves exceptional achievements that often cover a lengthy period to complete; whereas, self-control involves making decisions on more of a day-to-day basis (Duckworth, & Gross, 2014). Overall, this research and the proposed models provide important directions for future research addressing these concepts, as well as important treatment implications.

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Treatment and Intervention

Intervention strategies that include self-discipline components have found some promising results, including within educational settings. For example, Cincinnati implemented a district-wide program aimed at helping instructors to teach self-discipline to K-12th-grade students (Brown, & Beckett, 2006).

Teachers were supported with tools needed to deal with disciplinary issues without removing students from the class. While there were multiple components to this large-scale intervention, promoting student self-discipline was an essential factor in achieving desired outcomes.

Impressively, the program resulted in reductions in both suspensions and expulsions within the Cincinnati school district (Brown, & Beckett, 2006).

Lastly, in a paper by Moffitt, Arseneault, and Belsky et al. (2011), the implementation of large-scale self-control programs are discussed. The authors propose that such programs could have significant societal benefits by improving health, wealth, and public safety.

Longitudinal, prospective studies that assessed self-control in children and followed them over time are presented. It is proposed that the multitude of positive outcomes predicted by increased self-control imply that large-scale self-control programs have the potential to realize important societal outcomes related to taxpayer costs and overall prosperity among citizens (Moffitt et al., 2011).

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Happiness is dependent on self-discipline. We are the biggest obstacles to our happiness. It is much easier to do battle with society and with others than to fight our own nature.

Dennis Prager

While becoming more self-disciplined isn’t easy— as it often goes against our immediate desires and impulses, it is attainable.

Here are several ways to become more self-disciplined:

• Be informed: Don’t jump into the idea of achieving an important goal without doing your research. While you may be excited and eager to get started; by understanding what it takes to be successful and the steps needed to get there, your objective will be much more obtainable.
• Avoid labeling yourself: We all have that voice in the back of our head that repeats all sorts of nonconstructive information. If your voice is telling you things like “ That’s just not ‘you; ’” or “ you’re just not the type to succeed at that goal ” – it is essential that you learn and practice a more positive story about yourself.
• Don’t put your life on hold: Sure, it’s better to attend that big reunion, wedding, or other meaningful events when you are looking your best. But don’t make living life contingent upon fulfilling all of your goals. Keep striving toward achieving them, but enjoy your life in the meantime.
• Consider the timing: Be conscious of the timing in which you want to exercise more self-control. If certain times of year are more challenging (i.e., for many, the holidays are not the best time to initiate health and fitness plans), focus on a more reasonable period.
• Don’t beat yourself up for perceived failures and setbacks: As you are on your journey toward better control, there will be occasional setbacks. Do not conceive of them as failures that define your entire attempts at self-improvement. All of your hard work thus far is not defined by one set-back today. Forgive yourself and get back in the program.
• Identify your short- and long-term goals— and be specific: Simply stating “ I’m going to be more disciplined in how I deal with my finances ,” or “ I’m going to become more fit ,” won’t cut it. You need to write out the specific goals along the way, and to display such goals in a place where you will see them each day— like on a big piece of paper in on your kitchen wall.
• Choose goals that are right for you; don’t succumb to others’ expectations: How you achieve self-control benefits is dependent upon your personal goals, abilities, and motivation. Pick objectives that are meaningful to you.
• Aim for realistic goals: A sure way to fail at achieving self-control objectives is by choosing unattainable goals. If you’ve never run before, a marathon probably is not in your near future. Realistic goals are essential to success.
• Don’t overdo it: As you are enthusiastically plunging forward with your new self-control program, if you notice that it’s wearing you down or impeding other areas of your life, you may be overdoing it. It is important to check-in with yourself regularly to make sure all is on track.
• Self-monitor your progress: Self-monitoring means keeping a consistent record of your progress. Psychologists often include self-monitoring as part of intervention programs, not only as a way to collect data; but also because it is related to improved compliance with program objectives. How you monitor your progress is up to you (i.e., could be on your phone, your computer, or a piece of paper), the important thing is that you do it.
• Share your plan with a friend: By sharing your new self-control objectives with others, you will be more likely to stick with them.
• Seek help as needed: If your plan is proving exceedingly tricky because something is blocking or sabotaging your progress, it may be time to ask for help from a friend or professional.
• Be optimistic; picture your end goal: It seems obvious, but by always imagining yourself in a positive light and having an upbeat attitude, you will be more likely to succeed.
• Take breaks: Sometimes, a new self-discipline approach can become overwhelming and will cause the person to feel deprived. By giving yourself reasonable breaks (i.e., a person trying to lose weight may allow one day a week in which the demands are less stringent), you will be less likely to give up altogether.
• Practice self-care: While you may be doing great toward achieving your goals, remember to take care of yourself in other areas, so that you remain well-rounded and healthy.
• Don’t create new problems: Becoming more disciplined should not involve unreasonably expensive programs, foods, practitioners, classes, etc. For example, individuals attempting to achieve New Year’s resolutions may eat all sorts of unhealthy foods during the holidays, only to be followed by overly expensive healthy foods after the new year (Pope, Hanks, & Just et al., 2014).
• Reward yourself: Don’t forget to reward yourself along the way. Small, but meaningful, rewards help maintain motivation.
• Identify positive role models: As you venture toward your objective, be aware of individuals who either inspire or sabotage your efforts by their behaviors. Stick with the first group.
• Avoid distractions and temptations: Along with timing, efforts at self-control are enhanced when you are not subjected to conditions that interfere with your progress (i.e., a kitchen full of junk food will not help someone working toward healthy eating).
• Adjust goals, but only as necessary: If you are finding that your original goals were either too hard to be realistically met or not challenging enough, it’s okay to adjust them.
• Share your successes: As you find yourself doing well with your plan, share your progress with others who will be proud of you. This will enhance your self-esteem and continued motivation.
• Be IN for the long-haul: Remember, becoming more self-disciplined may be a new mindset for you; and mindsets can be difficult to change. Changing our behaviors and expectations is always challenging, and rewards take time to realize. But if you stick with it, while also framing your goals as lifestyle (as opposed to temporary) changes, you will be more likely to see results.

You must adopt the sort of lifestyle changes you can maintain for as long as you live. The same is true with any change you are prepared to initiate. This isn’t a sprint but a marathon.

Kottler, J. (2012, p. 15).

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While becoming more self-disciplined is not easy, it is manageable. After all, “ emotional self-control is the result of hard work, not an inherent skill ” (Travis Bradberry). This idea leads to some important takeaways:

• Research indicates that improving self-control is 100% worth it. There are a myriad of benefits of self-control that cover multiple domains of functioning (i.e., fitness, diet, risky behaviors, school and career success, happiness, etc.). Moreover, the benefits of self-control are evident among all age-groups.
• You do have control over your self-control— you were not born lacking in it, and thus you can change it.
• Along with intervention research indicating that self-control programs have shown effectiveness, there are many specific ways in which you can improve your efforts at achieving more self-control (i.e., realistic goals, appropriate timing, regular self-monitoring, and meaningful rewards— among many others).
• From a research standpoint, self-control is not exactly straightforward. Researchers need to investigate both further how self-control is measured and researched; while also addressing important moderators that affect its relationship to outcomes. In doing so, readers will better understand what is meant by ‘self-control’ and what can be done to increase it and reap the benefits.

Consumers have access to a vast amount of useful information when it comes to increasing self-control and realizing aspirations. If you, like so many of us, have a specific self-improvement goal in mind or would like to be more disciplined in general, you can do it. Once you gather as much information as possible and devise your strategy; be excited and positive about the future— for you are on your way toward a more disciplined and fulfilled life.

We hope you enjoyed reading this article. Don’t forget to download our three Self Compassion Exercises for free .

• Brown, L. & Beckett, K. (2006). The role of the school district in student discipline: Building consensus in Cincinnati. The Urban Review, 38 , 235-256.
• Connor B., Stein J., & Longshore D. (2009). Examining self-control as a multidimensional predictor of crime and drug use in adolescents with criminal histories. The Journal of Behavioral Health Services and Research, 36 (2), 137-149.
• Converse, P., Pathak, J., DePaul-Haddock, A., Gotlib, T., & Merbedone, M. (2012). Controlling your environment and yourself: Implications for career success. Journal of Vocational Behavior, 80 (1), 148-159.
• Crescioni, A., Ehrlinger, J., Alquist, J., Conlon, K., Baumeister, R., Schatschneider, C., & Dutton, G. (2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16 (5), 750-759.
• de Ridder, D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F., & Baumeister, R. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16 (1), 76-99.
• Dennis Prager. Retrieved from https://www.brainyquote.com/search_results?q=self-control
• Duckworth, A., & Gross, J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23 (5), 319-325.
• Duckworth, A., & Seligman, M. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16 (12), 939-944.
• Duckworth, A., Tsukayama, E., & Geier, A. (2010). Self-controlled children stay leaner in the transition to adolescence. Appetite, 54 (2), 304-308.
• Ford, J., & Blumenstein, L. (2012). Self-control and substance use among college students. Journal of Drug Issues, 43 (1), 56-68.
• Francis L., & Susman E. (2009). Self-regulation and rapid weight gain in children from age 3 to 12 years. Archives of Pediatrics & Adolescent Medicine, 163 (4), 297-302.
• Fred Rogers. Retrieved from https://www.brainyquote.com/search_results?q=self-control
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Home Essay Samples Life

Essay Samples on Discipline

The discipline of communication: forging connections.

The **discipline of communication** is a powerful force that underpins human interactions, enabling us to connect, collaborate, and share ideas. It encompasses more than the mere exchange of words; it involves understanding, empathy, and effective conveyance of thoughts and emotions. In this essay, we delve...

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Importance of Discipline in Our Life: A Path to Success and Fulfillment

**Discipline** is the cornerstone of personal and societal progress, a guiding force that shapes our behavior, choices, and achievements. It is the practice of self-control, adherence to rules, and the cultivation of habits that lead to order, efficiency, and personal growth. In this essay, we...

Good Order and Discipline: The Pillars of Organizational Excellence

**Good order and discipline** form the bedrock of successful organizations, whether in the military, businesses, or institutions. They are the guiding principles that promote structure, cohesion, and a sense of purpose among members. In this essay, we explore the profound significance of good order and...

Discipline Leads to Success: The Stepping Stones of Achievement

**Discipline leads to success** like a skilled navigator guiding a ship through turbulent waters. It is the bridge that connects aspirations to achievements, transforming dreams into tangible realities. In this essay, we explore the profound impact of discipline on the journey to success, examining how...

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Discipline Reflection: Low-Control Model vs Assertive Model

There is a wide range of theory of models for maintaining classroom discipline, each with their pros and cons depending on the environment, culture, class size among other factors. In this discipline reflection essay, we compare Lee and Canter's assertive discipline model which is a...

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The Importance of Discipline in School: Literature Review

The aim of the literature review is to discuss knowledge about the topic of teacher perception on factors affecting academic performance such as the importance of discipline in school. In this essay the literature review also contributes towards developing a well-informed researched topic. The following...

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The Mindset of Success: Exploring the Essence of Self-Discipline

Self-discipline is the ability to hold yourself accountable for your actions and stick to your goals, regardless of the distractions or temptations that you face. It is one of the top skills that will help you achieve any goal you set, whether it’s to make...

Discipline in the Army: Significance of Uniformity & Professionalism

Introduction The origin of the army uniform begins in 1786 in which the times were very confusing for the soldiers as there was a shortage of blue clothing leading to several individuals having to wear brown, black, and gray. This essay discusses the importance of...

The Importance of Discipline and Causes of Indiscipline

Discipline is the utmost for every education. It is very significant for every instruction. It is also very necessary for peace and coordination in any learning atmosphere: peace among learners, educators and management. For this purpose it is very important for discipline to be inculcated...

Why Parents Should Discipline Their Child: Importance of Discipline

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Bad Behaviour in Workplace and Solution of Its Reducing

In this essay I am going discuss about why a person may engage in bad behaviour at work and what organisations can do to manage bad behaviour. There are many ways where employee behaves badly in workplace. Bad behaviour could be caused by stress level,...

• Organizational Behavior

Reasons Why Rules Are Important As Per Example Of Japanese School

Japan is famous for its education system as well as for its strict school rules. In fact, according to a research done in an urban area in Tokyo, 80% of the elementary schools have 10 to 49 rules and 80% of the junior high schools...

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On Punctuality: The Revolution Of Time Management During Industrialization

The spinning jenny, as one of the technological improvements during the time of the Industrial Revolution, not only revolutionized the textile industry, but also largely impacted the society at the time and shaped the modern lifestyle. The purpose of this essay is to analyze the...

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The Importance Of Time Management And The Discipline To Being On Time

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Corporal Punishment And Violent Discipline

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Research on the Evolution Disciplinary Methods and Their Harmful Effects on Children

As a member of Generation Z, I am constantly observing the inadequate respect shown by adolescents and the ways they treat their older citizens, especially their teachers and parents. For this reason, I chose to investigate the changing discipline methods accepted by society in the...

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Biopolitics and Womanhood in the TV Series Orphan Black

The Birth of Biopolitics In his historical studies of European power systems, Foucault distinguishes between three general modes of power: sovereignty, discipline, and biopower. In sovereignty, dominant mainly during the Middle Ages, the power of the king was summarized in his “power of life and...

• Panopticism

Perspectives On Caring, Nursing as a Profession and Discipline

Healing to the patient that it means nurse solve the health problems of patients which nurse implements the nursing intervention in form promotion, preventive, curative, or rehabilitative. Exhibiting concern, it means nurse always commit and focus on the patient interest. Empathy for other, it means...

Analysis of Michel Foucault's Theory of the Panopticon

Based on the theory of the Panopticon by Michel Foucault, this essay considers the view that the existence of power is intrinsically linked to the existence of resistance to it, with his idea being true for power within the media as well. I argue that...

• Michel Foucault

Foucault’s Idea of The Relationship Between The Power And Resistance

Michel Foucault was a theorist who provided the groundwork for political philosophy and theory (Oksala, 2013, p. 320). His work has introduced the problem of war while slowly broadening his analysis of power from disciplinary to biopolitical systems and the occurrence of governmentality (Reid, 2006,...

Discipline Report, Its Importance And Essential Elements

The purpose of a discipline report is to document any disciplinary actions. The proper compilation of the disciplinary report is the most important part of the disciplinary process. A good report improves the credibility of the reporting staff member, promotes uniformity and eliminates confusion. This...

• Human Behavior

Indiscipline And Its Impact On The Learning Process

Discipline within a classroom forms the basis, for a peaceful learning environment for both teachers and students. It is critical for effective learning to take place and as such discipline must be instilled in the classroom in order to get the best out of our...

Principles And Steps In Applying Positive Discipline

Positive discipline is defined as type of discipline using positive alternatives and non-violent methods—is based on seven key principles which can act as classroom rules for you in your role as the teacher or leader. They are as follows: respecting students dignity. developing pro-social behavior...

The Principles Of Self-Discipline

Being a self-directed person means following autonomous methods of learning to be successful, following our own terms or preferred ways. One of these methods, which I believe to be of great importance, is taking initiative in wanting to do and learn something new, and continue...

• Personal Growth and Development
• Self Awareness

The Techniques And Reasons For Procrastinating

Procrastinating is a spreading problem nowadays and many people complain that they put off doing a job and fail as a result or do everything at the last moment. As we get older life becomes faster, time becomes less, and duties become more. We need...

• Procrastination

Best topics on Discipline

1. The Discipline of Communication: Forging Connections

2. Importance of Discipline in Our Life: A Path to Success and Fulfillment

3. Good Order and Discipline: The Pillars of Organizational Excellence

4. Discipline Leads to Success: The Stepping Stones of Achievement

5. Discipline Reflection: Low-Control Model vs Assertive Model

6. The Importance of Discipline in School: Literature Review

7. The Mindset of Success: Exploring the Essence of Self-Discipline

8. Discipline in the Army: Significance of Uniformity & Professionalism

9. The Importance of Discipline and Causes of Indiscipline

10. Why Parents Should Discipline Their Child: Importance of Discipline

11. Bad Behaviour in Workplace and Solution of Its Reducing

12. Reasons Why Rules Are Important As Per Example Of Japanese School

13. On Punctuality: The Revolution Of Time Management During Industrialization

14. The Importance Of Time Management And The Discipline To Being On Time

15. Corporal Punishment And Violent Discipline

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• Personality
• Career Goals
• Perseverance
• Cost of Education

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Essay on Duties of Class Monitor

Students are often asked to write an essay on Duties of Class Monitor in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Duties of Class Monitor

Role of a class monitor.

A class monitor is a student leader. They have the responsibility of maintaining discipline and order in the classroom when the teacher is not present. They help in creating a conducive environment for learning.

Duties of a Class Monitor

The monitor’s duties involve taking attendance, distributing and collecting assignments, and managing classroom materials. They also act as the communication link between the teacher and students.

Importance of the Role

Being a class monitor is a significant role. It teaches leadership, responsibility, and teamwork. Monitors learn to handle tasks and solve problems, preparing them for future roles.

250 Words Essay on Duties of Class Monitor

Introduction.

The role of a class monitor is crucial in maintaining the decorum and smooth functioning of a classroom. The monitor, akin to a bridge, connects the teacher and the students, facilitating effective communication and discipline.

Classroom Management

As a leader, the class monitor sets standards for behavior and work ethic. They lead by example, demonstrating respect for rules, punctuality, and diligence. They also encourage peer cooperation, promoting a sense of unity and shared responsibility among students.

Communication

The class monitor acts as a liaison between students and the teacher. They convey the class’s concerns, suggestions, and grievances to the teacher, and in turn, relay the teacher’s instructions to the students. This two-way communication promotes a healthy and transparent learning environment.

Assisting in Academic Activities

The class monitor often assists in academic tasks such as distributing study materials, collecting assignments, and helping in conducting tests. They also play a key role in organizing class presentations, group discussions, and other academic activities.

In essence, the duties of a class monitor extend beyond simple classroom management. They encompass leadership, communication, and academic assistance, contributing significantly to the overall learning experience. Therefore, the role of a class monitor is not just a position of authority, but also a platform for nurturing essential life skills.

500 Words Essay on Duties of Class Monitor

A class monitor plays a pivotal role in establishing a learning-friendly environment within a classroom. They act as a bridge between the students and the teacher, fostering a harmonious atmosphere conducive to intellectual growth. This essay explores the various duties of a class monitor that extend beyond mere administrative tasks.

Facilitating Communication

Maintaining discipline.

The class monitor is expected to maintain discipline within the classroom. They ensure that the class behaves appropriately in the absence of the teacher, adheres to the classroom rules, and respects the learning environment. This duty requires the monitor to lead by example, demonstrating good behavior and encouraging their peers to follow suit.

Assisting in Classroom Activities

Class monitors assist teachers in coordinating classroom activities and managing resources. They help in distributing study materials, collecting assignments, and organizing group activities. They also play a significant role in maintaining cleanliness and orderliness in the classroom, thereby contributing to a conducive learning environment.

Leadership and Conflict Resolution

Role in promoting a healthy learning environment.

Class monitors play a significant role in promoting a healthy learning environment. They encourage their peers to participate in class discussions and activities, motivate them to express their ideas, and help create an inclusive and supportive space for all students. They also assist teachers in identifying students who may need extra attention or support, thus ensuring that every student’s learning needs are met.

In conclusion, the role of a class monitor extends far beyond administrative tasks. They act as leaders, facilitators, and mediators, contributing significantly to a healthy, positive, and conducive learning environment. Their responsibilities require them to be exemplary in behavior, proactive in communication, and fair in conflict resolution. The position of a class monitor, therefore, is not just a position of authority, but also of service, leadership, and responsibility.

Apart from these, you can look at all the essays by clicking here .

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Maintaining Classroom Discipline

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Promoting Good Methods of Classroom Discipline

Helping students to govern their own behavior in ways that help them learn is a longstanding goal of all teachers. There are a number of ways that a teacher can promote good discipline in the classroom.

Know school guidelines for discipline procedures.

Be fair, positive and consistent. Be the kind of person young people can like and trust—firm, fair, friendly, courteous, enthusiastic and confident. Keep your sense of humor.

Provide a list of standards and consequences to parents and students. Make sure they are consistent with district and building policy. When in doubt, ask a colleague or your principal.

Keep your classroom orderly. Maintain a cheerful and attractive classroom rather than a disorderly one which might encourage disruptive behavior.

Get to know your students. Learn their names quickly and use them in and out of class. You will soon develop almost a sixth sense for anticipating trouble before it begins, but don’t act as though you expect trouble or you will almost certainly encounter some.

Let the students know you care. Determine jointly with the class what is acceptable in terms of behavior and achievement and what is not. Show interest in what students say, whether or not it pertains directly to the lesson.

Treat students with the same respect you expect from them; keep confidences.

Learn the meaning of terms, especially slang, used by students.

Begin class on time and in a professional manner.

Make learning fun . Make education interesting and relevant to the students’ lives. Poor planning and a full curriculum can provoke disruptions.

Praise good work, good responses and good behavior.

Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.

Avoid arguing with students. Discussions about class work are invaluable, but arguments can become emotional encounters.

Be mobile , moving around the room as students work or respond to instruction.

Keep your voice at a normal level. If “disaster” strikes and you trip over the wastebasket, don’t be afraid to laugh.

Grade assignments and return them as soon as possible.

Give reasonable assignments. Don’t use schoolwork as punishment. Give clear directions.

Keep rules simple . Establish as few classroom rules as possible, and keep them simple.

Handling Classroom Conflicts

Here are a few practical suggestions for dealing with an angry student in the classroom who is defying your authority and is out of control:

• Do not raise your voice.
• Try to remain calm and rational.
• Do not touch an agitated or angry student.
• Try to keep the student seated. In many instances, this is impossible. You can only suggest the student remain seated so that he might explain to you what is wrong.
• Be reassuring to the student as well as the rest of the class. Explain the importance of protecting every student’s right to learn. Talk about options for resolving the conflict.
• Send another student for help. The student should be told to go to the nearest office to summon assistance from the administration.
• After the incident is over, immediately document everything that happened. This documentation should include time, name(s) of student(s) involved, a brief description of the events that occurred, and any information that pertains to the student(s) or the incident. This report should be submitted to the administration. You also should keep a copy in case of a future conference with parents or school administrators regarding the incident.

What if I “blow” the first week?

If you “blow” the first week, don’t worry. Just re-evaluate your rules and policies, tell the class you’re making some changes, and be consistent from then on.

Expect the unexpected.

Schedules will be changed without warning and unanticipated events will occur. Be flexible in responding to the unexpected; ask your colleagues for suggestions on how to deal with situations like the following.

What will you do if:

• it rains at recess time?
• your class arrives too early at the cafeteria?
• a student tells you her pet died?
• a student tells you she is pregnant?
• a child wets his pants?
• a student is verbally abusive?
• a parent is angry and unreasonable?
• a student refuses to do what you ask?
• you have no textbooks?
• a student falls asleep?
• a student cuts her head falling out of her desk?
• you are called to the office in the middle of class?
• non-English speaking students are assigned to your class?
• a student has a seizure or goes into a coma?

Be fair to your students

Here are some ways to help you win the respect of your students:

• Be consisent in application of discipline and just in your requirements and assignments.
• Don’t refuse to let a student tell you his or her side of the situation. Be willing to consider mitigating circumstances.
• Don’t talk about the misdeeds of students except to those who have a right to know. Don’t openly compare one student to another.
• Apologize if you’ve treated a student unjustly.
• Make sure punishments are appropriate for the misbehavior, and explain to the student why he or she is being punished.

Discipline – The LEAST Approach.

There are several good methods of classroom discipline. One of the best is the LEAST Approach, developed by NEA, which helps you determine the appropriate level of involvement. If discipline problems can be handled at Step 1, there is no need to progress to Step 2, etc.

Briefly, the LEAST Approach includes these steps:

• Leave it alone. If the event is a brief and minor disturbance that is unlikely to occur again, leave it be.
• End the action indirectly. When learning is disrupted or someone may get hurt, let the student(s) involved know you are aware of the inappropriate activity with a facial expression, a body gesture, or a quiet action such as walking toward the student(s) or calling the student(s)’ name(s).
• Attend more fully. Secure more information from the student on who, what, when, where and why. Be objective rather than emotional.
• Spell out directions. When a situation threatens to get out of hand, making learning impossible or risking harm to someone, clearly explain to the student(s) involved the consequences of his/her actions and your intent to follow through.
• Treat student progress. Record what happened, when, where, who was involved, what you did, and who witnessed the incident.