In her compelling study, Woods (2009) critically examines the shortcomings of traditional school discipline systems that rely heavily on rewards and sanctions. Focusing on the experience of Luke, a 10-year-old primary school student labeled a “rule-breaker,” Woods highlights how such systems often fail to address the root causes of behavioral issues and instead reinforce negative identities for students.
Woods employs ethnographic methods, including individual and group interviews and participant observations, to understand Luke’s experiences. Individual interviews provided Luke with a private and safe environment to express his frustrations with the school’s behavior management system. Luke described feeling targeted and misunderstood by teachers, who often assumed the worst of him due to his reputation as a troublemaker. Woods (2009) also noted how Luke’s perspective revealed the emotional toll of these interactions, showing that punitive measures often left him feeling alienated and demoralized rather than motivated to improve.
Group interviews with Luke’s peers offered further insights into the social dynamics that shaped his behavior. Peers often viewed Luke through the lens of his rule-breaking identity, creating a feedback loop that reinforced his actions. Woods (2009) found that this social stigma perpetuated a cycle in which Luke felt compelled to live up to his reputation, even when he wanted to behave differently. These group interactions revealed how peer pressure and the school’s rigid discipline framework worked together to hinder Luke’s ability to break free from his label.
Another key aspect of Woods’ study was the role of teacher-student relationships. Through observations, Woods (2009) documented instances where teachers’ interactions with Luke were transactional, focusing solely on compliance with rules. This approach overlooked the broader emotional and psychological factors influencing his behavior. For instance, Luke expressed frustration with the lack of understanding from teachers, who rarely sought to learn about his personal challenges or the reasons behind his actions.
Woods argues that the reliance on rewards and sanctions in such cases is not only ineffective but also counterproductive. Instead of fostering a sense of belonging and growth, these systems often alienate students like Luke, perpetuating cycles of disengagement and defiance. She advocates for relational approaches that emphasize empathy, understanding, and dialogue. For example, Woods (2009) suggests creating opportunities for students to express their perspectives and involving them in developing behavior management strategies. Such methods could help educators address the root causes of behavioral issues while empowering students to take ownership of their actions.
This study serves as a powerful reminder for educators and policymakers to rethink discipline. By moving beyond transactional systems of rewards and punishments, schools can create inclusive environments that nurture students’ emotional and social development. Woods’ work underscores the importance of building genuine relationships with students, addressing their individual needs, and fostering a school culture that prioritizes growth over compliance.
Reference.
Woods, R (2009). When rewards and sanctions fall: A case study of a primary school rules- breaker. International Journal of Qualitative Studies in Education 21(2), 181-196
