DISCIPLINE VS PUNISHMENT

IMEE Y. LINTAG

Should there be discipline inside the classroom? Sometimes, traditional punishment only escalates struggles and conflict and may breed an increased stress response in the brain and body.

Should we use punishment to try to force compliance? With the current way schools try to discipline difficult students, it does not change their behaviour but escalates the problems.

Unlike punishment, discipline is proactive and begins before the problems. With discipline, conflict is seen as an opportunity to solve problems and provides guidance. It focuses on prevention, enhances communication and models respect. It also teaches fairness, responsibility, life skills, and problem solving.

Upon re-entry of a student who was subjected to discipline, we should make a plan of action. A history of adversity can trigger a fear response in the brain which looks aggressive, defiant, and oppositional.

According to Pam Leo: “A hurtful child is a hurt-filled child.”

Some students have brains that are in a constant state of alarm, where consequences do not properly register. Discipline should be done when both the educator and the student are calm because if they are not, there will be behavioral difficulties. Schools must lay the groundwork for prevention systems and strategies.

Preventive systems are collaborative and filled with choice, purpose of which is to create a sustainable behavioral change.

According to research, our brains learn best in a state of relaxed alertness. That is why a school’s discipline systems must create this state in all the members of the community.

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The author is Teacher I at Porac National High School.