DOD (Director Of Discipline) Interview Questions and Answers: Paper One

  1. Who is the Deputy Headteacher in charge of discipline?

The Deputy Headteacher in charge of discipline is the leader of the school discipline who is in charge of the planning, organization, development and monitoring of matters relating to student discipline at school..

  • What are responsibilities and duties of  the Deputy Headteacher in charge of discipline?

Administrative duties

a) to assist the school head in making decision on the staffing of the school discipline team;

b) to assist the school head in developing a school discipline policy;

c) to handle administrative matters relating to student discipline work;

d) to form and lead a school discipline team to plan and develop student discipline work with specific objectives for the school year;

e) to coordinate all functions organized by the school discipline team;

f) to participate in other functional team meetings to ensure that the concerns of school discipline will not be contravened by any other school matters;

g) to liaise with outside organizations and agencies concerned and coordinate their services to strengthen school discipline work; and

h) to monitor the use of resources allocated to school discipline work.

II. Operational duties

a) to implement and enforce the school discipline policy and school rules;

b) to work in collaboration with other functional teams and/or subject committees in running preventive and developmental programmes pertaining to student discipline upon arriving at a consensus on discipline work;

c) to assist other teachers in managing students with serious behavior problems;

d) to collaborate with parents of students with behaviour problems in helping the students overcome their difficulties;

e) to attend to individual cases and conduct case conferences with relevant functional teams and teachers;

f) to refer students wherever necessary, to the guidance team, the school social worker or outside bodies for follow-up work;

g) to take the lead in conducting investigation of complaints from students, parents, teachers and the public; and

h) to review the school discipline policy, school rules and the work of the discipline team and make changes according to the needs of the students, the school and the community.

III. Supportive duties

a) to develop resource materials and programmes relating to student discipline for teachers’ reference and use;

b) to assist in running staff development programmes to strengthen teachers’ skills in managing students’ misbehaviour;

c) to advise on programmes regarding parent education;

d) to act as an advisor on student discipline matters; and

e) to attend professional meetings and seminars to keep abreast of the recent development in the subject.

  • What kind of discipline teacher do you think you are?

-An autocratic teacher?

– A permissive teacher?

– A democratic teacher?

Autocratic teachers desire control. Their discipline tools are characterized by the use of rewards and punishment, threats, bribes, yelling and demands. The typical quality of the students includes disobedience, sneakiness, being rebellious and lacking self-discipline.

* Permissive teachers believe that given sufficient freedom, students are capable of self-regulation. Their discipline tools are characterized by pleading, giving in and giving up. The typical behaviour of their students is characterized by disrespectfulness, insecurity, self-centredness, lacking self-discipline etc.

* Democratic teachers foster ideas that freedom is ideal, but so are the rights of others and the responsibilities of all. Their typical discipline tools are the use of logical consequences, class discussions, conflict resolution and so forth. The typical quality of their students includes being cooperative, responsible, courageous, team-centred and self-disciplined.

  • What do you understand by Positive Discipline (PD)?

Positive Discipline is a teaching and parenting model that strikes a balance between two main considerations: effective teaching on the one hand, and respecting the rights of the child on the other hand. The Convention on the Rights of the Child protects children from all forms of violence, including physical and emotional punishment. It also recognizes children’s rights to respect and dignity. This consideration is at the heart of the PD model, which focuses on reinforcing the good behaviours of children and reducing the bad behaviours without physical or verbal aggression.

  • What are the principles of positive discipline (PD)?

we can classify these principles as follows:

DIGNITY: PD invites teachers to respect the child’s dignity and ensure mutual respect.

• DISCIPLINE THAT TEACHES: PD invites teachers to be both kind and firm and focus on solutions instead of punishment. PD is neither permissive nor punitive, and focuses on achieving educational goals in a safe learning environment.

• UNDERSTANDING: PD invites teachers to respect the child’s motivation and life views, to understand the reasons behind their behaviour and tackle the negative beliefs behind their behaviour rather than trying to change the behaviour itself.

• FAIRNESS: PD promotes justice, fairness and non-discrimination among children.


• SOCIAL AND LIFE SKILLS: PD promotes active participation and aims at developing the child’s character with a set of personal skills such as: self-discipline, social skills, cooperation, effective communication, problem solving, respect, solidarity, and concern for others.

• POTENTIAL AND AUTONOMY: PD encourages children to discover their potential and capacities and to make a constructive use of personal power and autonomy.

• ENCOURAGEMENT INSTEAD OF PRAISE: this shifts the focus from success to effort and improvement, and builds long-term self-esteem and empowerment.

Share This