Understanding 'Discipline'

Often wonder why one teacher is immediately able to keep perfect order in the class while with another the first lesson may go well, the second will see less participation and the third will see chaos and resistance.  The same group of children may  respond differently to different teachers.  All elements that make you a great teacher; the art of expression, subject expertise, confidence and effective planning will come to nothing unless to this is added the intangible quality of understanding children.  Knowing how to adjust your manner of communication and interaction with different ages and groups of children.  The beginning is to understand how very different is the discipline demanded at different ages of childhood.

It is important to then understand what is 'freedom' and what is 'discipline'.  Freedom should be perceived as the ability to think independently with a sense of purpose.  Discipline is a gentle orderliness in the class without which no purpose will ever be achieved.  Any lesson plan or experience cannot be effectively implemented till the time there is orderliness in the class.  These will  only remain as good intentions.  Discipline with sensitivity and not something that is imposed with fear.  Discipline in the early school years is undoubtedly seen as the natural discipline of imitation.  Children imitate the actions of adults around them, if they see you arranging the footwear, toys, books or chairs, they follow you.  The challenge lies in providing them the opportunities to do so.  What should also be remembered is that when children imitate, it is no just the actions but also the moods associated with the actions and  the body language of the adults/teachers.

As children move forward in their Primary school years, they long for direction and purpose.  They respect a teacher who can engage them and 'keep them in order'.  A child who has behaved in a certain way that is unacceptable and knows of the same also tries to find an authority for his action outside himself.    Discipline arises through the natural acceptance of the authority of the teacher who is the real person and not the classroom rules.

Acceptance for authority in the middle and senior school years is also linked with respect for the teacher, someone who has the knowledge and abilities.  Children do not respect an adult just because he/she is an adult but they respect the abilities and emulate the enthusiasm.  Discipline for this age comes through enthusiasm for knowledge and life.

Finally, the question of consequences arises not when there is discipline but when discipline fails.

Who is the Bully?

Numerous discussions and exchange of perspectives around ‘bullying’ has happened in our weekly meetings.  Its impact in classrooms and school is acknowledged and collectively our concern is not for the ‘bullied’ alone but also for the ‘bully’.  Yes, social, verbal or physical bullying hugely affects the class dynamics and implementation of the lesson plan.

‘There should be consequences’ for certain kind of behaviour, ‘zero tolerance’, ‘just not acceptable’ is what we argue and debate upon.  But some of our responses and strategies can be counterproductive or less constructive.  As I reflect on one such classroom, I have serious apprehensions about how the situation was dealt with.  Children, teachers and parents; all turned against this child who was physically and verbally bullying peers in the class.  Who would consistently make sounds and disturb, who would push in the lines and break the flow of the lesson plan. We like to use the word ‘consequences’, nonetheless it refers to and implies punishment for the bullies.  

Children who break the rules, hit or otherwise displease are sent to the library (isolation), sent home or their ‘choice time’ is taken away (loss of opportunity to participate in what they enjoy the most). They should reflect on their behaviour, they cannot travel in the bus or else parents should accompany them or sit outside the classroom.  ‘Because we cannot handle this’, this approach comes to us very easily.

Making children suffer for what they’ve done is often defended on practical grounds, but there is no evidence to support the claim that punishment makes schools safer or leads the children who have been punished to become more ethical or responsible. This approach to discipline can lead to a damage to the concerned child’s (whom we choose to call a bully) self-esteem, trust in adults around him, love for learning.  Subsequently this is associated with more antisocial behaviour, less prosocial behaviour, and increased levels of anxiety.

Often we insist that if someone does something unacceptable, he or she must be “held accountable”; a consequence must be imposed.  But what we choose to call ‘consequence’ is also a punishment and defining consequences for children who bully not only fails to address the source of the problem but makes things worse. Punishment degrades, humiliates, and dehumanizes the children who are its objects.

Bullies are often the ones who have themselves been bullied or have authoritarian adults or parents at home who subject their lives to hard rules, structure and punishment. A ‘consequence’ is seen as a punishment and the child in this case also sees the teacher as a bully.  Someone who has power over him/her, someone who can use this power and is probably not thinking of how it affects the child. Maybe this will contribute to further bullying.

What is important is to see beyond the behaviour, look at the larger context, establish a relationship or bond with the child, acknowledge him/her, highlight the strengths, incorporate his/her interests in the lesson plan, give responsibilities and move from ‘doing to the child’ to ‘working with the child’.

So dear teachers, stop and think next time before you take an action.