The idea of peaceful classroom begins with getting rid of conflicts and violence in schools.Conflict will always be part of our lives. The question is what we do with the conflict. Developing new models and techniques of conflict resolution we can use in schools and in the family can be an important means not only of living happier lives, but also can be one way of challenging destructive gender norms. It is a way of building self-awareness, teaching practical skills, creating trust and building a safe environment, and solving specific problems.
Some teachers and parents claim that corporal punishment makes it easier for teachers to manage their classrooms. However there is little evidence that caning or beating are as effective as many people believe. According to experts in the field, “there is considerable data indicating that corporal punishment does not, in any consistent way, deter misbehaviour or encourage good behaviour on the part of children. Most experts agree that corporal punishment does nothing to fulfil the disciplinary goal of developing a child’s conscience so as to enable him or her to behave well…” Hitting children is also a dangerous practice, which can cause physical and psychological injury. It inhibits positive child development and positive forms of discipline.
Teachers should impose non-physical disciplinary measures as an alternative to beatings or canings. Teachers can require students to write a statement describing the negative effects of their behaviour, or to apologize for the mistake in front of their classmates. The misbehaving child could sit on a chair or a mat at the back of the room and think about their mistake and of ways to improve their behaviour. You can ask the child to perform additional academic work. You can require the student to bring his or her parents to school to talk about poor behaviour.
You can also discipline a child by assigning non-abusive physical tasks. You can ask students to perform light chores, to water or weed a school garden, or to fix what they have broken: “Learners who build chairs are not apt to break them. Learners who wash walls are not apt to make them dirty on purpose. If learners are reinforced for keeping their schoolyard neat and clean, they are less likely to throw trash on it. Such punishments should be administered in a thoughtful and not in an excessive or exploitative manner.
Every time you become upset by a student, you must remember a simple message: the goal of our actions must, first of all, not be punitive or to enforce our sense of discipline. Rather, it must be to help children learn self-discipline and the rules of our society and the expectations and values of the culture.
Children learn respect by being respected. It’s a must for all to note that an ability to learn self-discipline requires self-respect. Self-respect comes when children feel loved and appreciated. Adults can think about how we can create child-friendly homes; learn to communicate their feelings to children; develop routines that reduce their need to nag; be honest and encouraging with children; help schools develop new approaches to conflict resolution Disciplinary measures will be more effective if you make clear your expectations as a teacher at the beginning of the term. If the students know the rules in advance, then there are no surprises when the teacher penalizes those who break them. Students are more likely to perceive the punishment as just, to maintain their respect for the teacher, and to obey the guidelines if the regulations are made explicit than if not.
Furthermore, students’ acceptance of the ruleswill increase if pupils participate in setting guidelines for the classroom. The process of establishing guidelines will give them a greater understanding of the reasons for the regulations.
By: Edilina P. Enriquez | T-III | Calungusan Elementary school
