The Potential of Self-Discipline 1

The Potential of Self-Discipline

Khemia Swain
LDSBC

The Potential of Self-Discipline 2

Imagine that you are observing a classroom setting, in which there are 24 seventh graders
who eagerly wait for the class to end. They are loud and callous toward one another and when
politely asked to do their work by their timid teacher, they argue and attempt to persuade their
teacher to drop the assignment. Now toward the end of the school year the children will not listen
to what the teacher has to say or any rules that have been attempted to be enforced, and many
students do not have spectacular grades in the class. Self-discipline not only affects the students
in this scenario, but the teacher as well. Had the teacher began with set guidelines and
expectations, the students would not have reacted in the way that they currently are. Having
personal discipline creates a better environment for students to excel and is essential for any
other value to be learned to operate in ones life. Teachers must realize the importance of
teaching self-discipline to students and lead by example to instill in them essential values that
will ultimately help students become more successful.
To first learn how self-discipline can be effective, we must first expand on what it is.
Defined by Andrew J. DuBrin (2001) self-discipline is the ability to work systematically and
progressively toward a goal until it is achieved. He further explains that, self-discipline is
considered a major contributor to task accomplishment and career success. So does this mean
that if anyone who wants to accomplish anything great must be self-disciplined? No, but it does
add a great deal of help. Self-discipline requires not only the thought that we put into something,
but it requires action. When we have had our own life come together, we will find that we have
changed, and those changes are a direct result to the self-mastery we have gained. Changing at
any time may be difficult; before he became the prophet, President Thomas S. Monson addressed
the challenges that come saying, The battle for self-discipline may leave you a bit bruised and
battered but always a better person. Self-discipline is a rigorous process at best; too many of us

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want it to be effortless and painless. Should temporary setbacks afflict us, a very significant part
of our struggle for self-discipline is the determination and courage to try again (Monson, 2002).
As President Monson explains, the path to achieving a balance in ones life may be difficult, but
it is indeed worth it.
The most effective way to teach self-discipline to students is to do so by example. The
first and foremost step is to create an environment where learning can be done. President
Monson further quotes from Grand Street Boys Club and Foundation, quoted in the New York
Times, stating that I trust each teacher would fit the description written of one: She created in
her classroom an atmosphere where warmth and acceptance weave their magic spell; where
growth and learning, the soaring of the imagination, and the spirit of the young are assured
(Monson, 2002). Students must feel accepted and secure in their surroundings in order to first
desire to do their best work. No teacher can force a student to do what is asked of them, and if
they do the results will surely not be adequate. The students nature must be changed, and the
teacher must reframe their role (Sturt 2014) and realize that they are not just teaching what is
in the curriculum but they are shaping the lives of who then shape the future.
The process of teaching self-discipline is gradual and the learning comes over time,
therefore educators must be patient with their students. Many scholars including William W.
Wayson (1985), a professor of education at the Ohio State University, explains that, true
teaching occurs in hallway conversations, on the playground, in the after class conversations
teachers hold when they are not teaching wherever the teacher and student can interact with
one another as human beings and not within the confines of instutionalized roles. Therefore, the
examples that teachers play is crucial because much of the real world application that the student
receives does not come in the classroom. When students feel confident talking with their

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instructors they will begin to see them as human beings and not only the person who holds the
key to their education. Many will argue and say that it is too difficult for teachers to teach about
self-discipline and that it is to tedious to become self-disciplined however when teachers
themselves have mastered this they are more likely to instill this in their students as well.
Another scholar, Joseph F. Rogus (1985), a former professor of education at the University of
Dayton, noted that, we teach much by what we are continuing on to explain if on a daily basis
teachers do not feel important and competent, they are unlikely to convey that same spirit to
students. After a teacher has truly analyzed their role, in the teaching of self-discipline their
nature will change as well. As they begin to see how having self-discipline in their lives has
brought them better confidence they will have more of a desire to share with their students how
mastering ones self can bring great results because they will have experienced it firsthand. As
students master self-discipline they will further be able to develop other values that will help
them in their personal and spiritual lives as well as in their professional lives in the years to
come.
The business world and educational world may be easily comparable. In 2001, DuBrin
conducted a study in which 325 working adults were asked questions concerning their career
success and how often they felt they accomplished their goals. The results came back to suggest
that for these working adults self-discipline is associated with positive outcomes, such as higher
education and income, self-ratings of career success, and frequency of goal accomplishment
(DuBrin, 2001). Just as working adults find success from achieving their goals, students do as
well. When a student accomplishes something that they feel is genuine and they are proud of
they will be more likely to further accomplish great work. Some suggest that achieving selfdiscipline requires an aspect of aligning the stars two of whom are Jay W. Lorsch and Thomas

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J. Tierney. Lorsch and Tierney argue the point that it takes self-discipline to personally align your
life and that it must be done with a strategic plan and goals. Essential to this are the values of
personal acceptance and an open mind. They state the ideals that we are shaped and defined by
the continued choices that we make and the challenges that we face, that those who succeed
build lives as well as resumes (Lorsch & Tierney, 2002). Each individual has the right to choose
the way they desire to act and that is just as essential as accepting who we are.
On the other hand, it may be hard to begin again or shape your life. The fear of messing
up is evident in the lives of many. Additionally, we change our thinking overtime and will
definitely at some point change the path that we are on. But if we do not attempt to align the
stars then life will not be navigated as easily. Similarly, if we allow others to do this for us then
we still will have no success. These example of binary thinking, limit us to thinking that this is
the only reasonable answer to having a successful life. Priorities must be set. I remember at a
young age preparing for my second grade spelling bee, I was so excited. I had asked my mother
to help me study and prepare, but as the spelling bee came closer I had not had the practice that I
needed. I did well at the beginning but when asked the world I knew I needed to practice the
most came I did not succeed. I was very disappointed and this memory has stayed with me
through all these years of the importance of taking responsibility for our own learning. My
mother and teacher played an important role, I was able to learn from their examples something
that I did not want to do again, that is fail when I should have had proper preparation.
I recently have read The Happiness Project, by Gretchen Rubin (2009), she decided to
spend a year focusing on her own happiness by setting goals. At the end of the year she found
that, following through was the hardest part. The desire to change was meaningless if I couldnt
find a way to make the change happen. So also is our own personal self-discipline and when

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teaching it to others. If we do not see a specific reason to do what we are doing then we will not
move in an effective way to helping others see the need for self-discipline as well. Therefore,
teachers themselves must understand their role in the learning process for students and then teach
in a way that the students will be able to connect with, as a result the students own self-discipline
will increase and they will be able to accomplish greater things. Ultimately the classroom at the
beginning will disappear and students will be more likely to reach their full potential.

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References
Dubbrin, A. J. (2001). Career-Related correlates of self-discipline. Psychological Reports, 107110.
Lorsch, J. W., & Tierney, T. J. (2002). Build a life, not a resume. Consulting to
Management, 13(3), 44-52.
Rogus, J. F. (1985). Promoting Self-Discipline: A Comprehensive Approach. Theory Into
Practice, 24(4), 271.
Rubin, G. (2009). The happiness project. New York: Harper.
Sturt, D. (2014) Great work: How to make a difference people love. New York: McGraw Hill.
Wayson, W. W. (1985). Opening windows to teaching: Empowering educators to teach selfdiscipline. Theory into Practice, 227.