A) I have taught in a number of schools with a detention system and they were totally pointless.
The same pupils appeared each time and learned nothing from the experience.
Tailoring sanctions to individual pupils is more effective. Spend quality time, one-to-one, to discuss issues, find solutions and set achievable targets.
A) In my experience detentions work. Most children loathe missing their free time and that is a lesson in itself. I find asking them to write about how they have behaved in relation to the rules works well.
A) Because we have to give 24 hours' notice to parents, the detention often takes place too long after the unwanted behaviour and is simply counter-productive.
Give parents a call at home instead to let them know about their child's poor behaviour.
A) We have just re-introduced half-hour, lunchtime detentions in a primary school. It has been welcomed by staff, parents and, believe it or not, pupils.
A) Detentions work for me. I keep them short and use them to establish a dialogue with the pupil. I explain the issues, offer support and discuss solutions. I set detentions after three late homeworks or consecutive low-level disruption.
I make this clear every September and strive to be fair and consistent. The pupils soon learn my system and co-operate. It helps to establish a routine and a common understanding. After half a term there are only a few detentions to set.
A) There is no evidence of detention ever damaging anybody - or doing them any good.
We've all endured the silent hour of remorse while we contemplated the enormity of a crime such as excessive yawning during a biology class. It is a time-honoured and virtually meaningless ritual and should have a preservation order slapped on it.