Enforcing positive guidance and discipline can help meet the needs of individual children. Being able to effectively utilize these discipline strategies is crucial if your goal is to help students learn and make it their habits positive attitudes and behaviors not only while in school but more so, in living life as adults.
A teacher should be able to choose the most effective strategy in a variety of discipline encounters. Most important are proper limit setting and clear communicating limits. Teaching appropriate behavior, providing cues and supporting children for new behavior, and giving children the chance to choose are part of positive guidance and discipline. It is crucial to teach them how to change something about a situation and ignoring behavior when it is appropriate.
These positive traits are carried on until adulthood when they are able to redirect, actively listen, resolve conflicts, properly communicate I-messages, and recognize and deal with strong emotions.
Eventually, when children learn these positive disciplines, hopefully, they will be able to learn and take to adulthood the ability to recognize signs of stress, anxiety, and strong emotions and be able to deal and manage these effectively. They are able to inhibit overstimulation. They can even teach relaxing techniques.
The ultimate goal of teaching positive discipline in children is to help them save face and preserve their dignity in discipline encounters. The most vital and critical element in child guidance begins with limit setting. Limit setting strategy includes:
- Developing reasonable limits that focus on important things
- Stating limits effectively
- Helping children accept limits
- Communicating limits to others and reviewing limits periodically
When these strategies are effectively cascaded to your students and they learn to absorb these into their system and daily encounters, children become not only proficiently learned but are taught life lessons they will surely profit from as adults and as responsible citizens of this planet.
References:
Giulani, G. and Pierangelo, R. (2006). Learning Disabilities: A Practical Approach to Foundations, Assessment, Diagnosis, and Teaching. 2006 edition. University Press.
Ormrod, J.E. (2008). Educational Psychology Developing Learners. New York Press. Retrieved from http://educ/pscyho/dev/learners_pdf. on January 18, 2016.
Strickland, B. R. (2000). Misassumptions, misadventures, and the misuse of psychology. American Psychologist, 55(3), 331–339. Retrieved from http://amer/psycho/stud.pdf on January 18, 2016.
By: Ms. Mary Ann B. Calma | Teacher III | BEPZ Elementary School | Mariveles, Bataan
