THE AGE Newspaper article of Monday October 31st 2005.

Question:  My child is starting school next year. How do teachers discipline children?

Answer:  One of the goals for learning and for life is behaving and interacting respectfully and constructively. Once children are in school, one of the aims is to develop . understandings about behaviour and interactions. This process is usually developed with the children and teachers working out a set of classroom rules. In prep, children may be encouraged to walk inside rather than run, to use quiet voices. In upper primary, students negotiate some rules such as respecting all opinions. This is encouraged to help create a sense of ownership and belonging. We don't wish to reinforce that you only behave because if you don't you get into trouble or you only behave to receive a reward.

Disciplining is often referred to as guiding behaviour, or promoting appropriate behaviours. It includes:

  Promoting self-esteem.
  Setting appropriate expectations of children so we don't set them up to fail.
  Providing opportunities for developing a sense of belonging and contribution in class
  Having practice in making decisions and choices.
  Separating the child from their behaviour so respect is demonstrated for the child, but their behaviour
is not condoned.
  Avoiding labelling children, such as "bully" or "aggressive". Labels only reinforce inappropriate behaviours
and eat away at children's sense of self.
  Setting clear limits and expectations.
  Reinforcing limits and appropriate behaviours.

Naturally there are times when children misbehave. Strategies that attempt to reinforce children taking responsibility for their behaviours are used. One is the use of  consequences rather than punishment. Consequences provide children with choices, and having to face the consequence if they choose not to adhere to the limits set. Punishment tends to simply be an authority figure imposing upon a child something after an event that may not relate to what occurred.

The old days of just sending children to the principal's office are not as frequent. Most often, children are sent to the principal's office to share a success.

Other old practices of isolating children, which studies indicate only increases resentment and shame, rather than helping the child to acquire more positive attitudes and behaviours, are also rarely used. We don't wish children to behave simply because they are scared of the punishment or of being found out. We want children to learn that they can take responsibility for their actions and work towards appropriate behaviours.
If children's behaviours cause hurt or danger to others, the teachers intervene to protect others and strategies are designed with the teacher and preferably in consultation with parents. Often when children reflect significant behavioural concerns, it is the whole family and school that needs to work together to help the child.

Promoting positive behaviours is another area where partnership between home and school is important. Children find it difficult if the rules at home and school are so different that there is inconsistency.

Hitting, humiliating, using sarcasm and placing in isolation are practices that do not promote intrinsically motivated and responsible behaviours. And hitting is illegal.

Strategies are based on understanding children's behaviours so that along with being redirected, the motivations can be sorted out and children's needs can be met. We want children to acquire a range of appropriate and respectful interactions in the school community, which will set a positive foundation for their interactions in their life.

Copyright © Kathy Walker 2005

Kathy Walker is an education consultant specialising in early childhood and primary years and a former lecturer at RMIT University.