Latest update April 19th, 2024 12:59 AM
Dec 13, 2014 Letters
Dear Editor,
On the 2nd October, 2012 (KNews) and again on 1st May 2013 (KNews) I made references to the ‘Alternatives for Corporal Punishment’. Today, I would like to share two ideas that may apply to the discourse in the search for alternatives.
The ideas I am referring to have being tried and tested globally (including China, Japan, Canada, USA & UK) with a great degree of success, these are called ‘natural and logical consequences’ (Dr Jane Nelsen – Educational Psychologist, May 2014). These ideas are grounded in the theory of applying and practicing ‘Positive Discipline’ as a strategy for the development of good behaviour at home (parent and child) and in schools (teacher and student).
“Positive discipline is an methodology to parenting that teaches children and guides their behaviour, while respecting their rights to healthy development, protection from violence and participation in their learning” (Nelsen, 1989).
It is not about punishment. Instead, it is about long-term solutions that develop children’s own self-discipline (which begins at home – parent) and their life-long skills (which is enhance in our schools – teacher). Positive discipline is about teaching non-violence, empathy, self-respect, human rights and respect for others. The only caveat to positive discipline is the expectation that our senior leaders act as role models to the younger generation as we seek a holistic resolution.
While the idea of applying natural and logical consequences may sound like a new concept, parents and teachers already commonly employ this method at home and in our schools. A natural consequence is anything that happens naturally, with no human interference: when you stand in the rain without a raincoat, you get wet; when you don’t eat, you get hungry.
Unlike natural consequences, logical consequences require the intervention of adult or other children: if you don’t revise for our examination, then you may get unexpected grades; if you don’t submit your homework on time, you are likely to get a detention.
There are two main purposes for using these processes. Firstly, both natural and logical consequences teach children to be responsible for their own behaviours, enabling and encouraging them to make responsible decisions such as going to school, wearing the appropriate clothing, doing their homework, etc.
Secondly, this approach can work as an alternative for punishment: children can still learn good behaviours without being beaten or scolded by adults. It strengthens the relationship between parents and children and teachers and students, making it warmer, with less conflict.
If the situation is not dangerous for the child, the maxim ‘experience is the best teacher’ is an excellent instruction principle. This is very important for the learning process: children learn from the consequences of their behaviours. If the experience is positive, the child tends to repeat such behaviour. Conversely, if the experience is negative, a child is less likely to repeat the behaviour. Either way, they learn that each of their behaviours has a certain consequence.
In order to apply this approach, it is important that the relationship between parents and children or teachers and students should be based on mutual respect. Here the challenge is how to make both parties cooperate with and encourage each other.
If you want to change certain behaviours exhibited by your child or your student, you must first ensure that your child or student will cooperate with you rather than confront or be in conflict with you. In order to achieve this, you must be prepared to cooperate as well. In order to earn the respect of your child or student, you must equally show the young person that you respect him or her.
As I write, this question emerged. How often do we (parents and teachers) make children aware of the possible consequences of their actions in advance? Children must understand that the choice, though limited, is theirs and they must accept the consequences of their decision.
Unlike the autocratic discipline and punishment, logical consequences are usually accompanied by an adult’s explanation to enable the child to understand the consequence of their actions. Explanation encourages children to be responsible for their behaviour without punishment and threats from adults. If, however, we wish our children to live responsibly, we should provide them with role models of responsible behaviours as well as opportunities to practice responsibility.
When a child exhibits inappropriate behaviour, he or she should have an adult explain how his or her behaviour affects other people – just another alternative for us to practice as a starting point.
Brendon Mounter
Please share this to every Guyanese including your house cats.
Apr 19, 2024
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