Cooperative schools, capable children

Before one explores alternative met-hods of class management it would be useful to raise some questions for reflection by teachers:

What exactly is the task of the teacher in class? What response does the teacher expect from the pupils? What is the meaning of discipline and punishment? Why do teachers need to use punishment? How does the teacher know that his or her punishment measures work? How does the child feel when punished? How does the teacher feel when punishing? How long does the effect of the punishment last? What do teachers do when the effect fades away? What happens when punishment does not work at all?

These, and similar questions, ought to form the basis of any change in the style of school and class management. Teachers need to understand their present situation and the steps they need to take to keep order before they can venture into something new.

Teachers often try various methods of classroom management which ultimately fail to work. As a result they feel disappointed and discouraged. After another attempt at something different, really different, they finally give up.

What is being proposed is an alternative style of class management that is efficient and effective. This style may be referred to as 'cooperative discipline' where both the student and the teacher have a part to play.

It is important first to understand one or two basic principles. All behaviour has a 'purpose' behind it. Therefore, it is not the child's action that we should be looking at, but the particular purpose behind the behaviour.

If, for example, a child refuses to go to school because he complains of a tummy-ache, it may be he has not done his home-work and is afraid of the teacher.

There is also a behaviour principle that we ought to be aware of: We all need attention. When we get it we feel unique, important; we feel we make a difference, we have a place, and this fills us with courage. Our self-esteem is enhanced. As a result, we feel compelled to contribute towards the good of others, first at home, then in school and later in society.

Let's go back to the child's behaviour at school. Why does a child behave uselessly? It is known that it is because she feels discouraged and tries to compensate for her low self-esteem. She does this in a number of ways, depending on her level of discouragement. If the child is discouraged she will first try to seek attention from parents and then from her teacher.

If she succeeds in getting attention she will repeat that behaviour no matter how useless it may be. However, if she does not succeed in getting her way, she will grow more discouraged and pursue power. The child starts answering back, refuses to conform, misses homework for no apparent reason, etc.

If this also fails, the child will try harder by hurting those persons whose attention she is trying to attract. Finally, the child can come to a state where she feels that no matter what she does she is bound to fail to satisfy her need of belonging. In this final stage she decides to give up. This feeling of hopelessness is dangerous, whether the child is six, 16 or 26.

I hear you asking: "But how does one recognise the real purpose of such behaviour?" In order to establish the level of discouragement of the child, one should simply check one's own feelings.

If one feels annoyed by the behaviour of the child, one can be sure that the child needs attention. If one feels angry at what the child said or did, the child is seeking power. If, on the other hand, one feels hurt, the child is after revenge. Finally, if one feels defeated, then the child would have given up before us.

Once one knows that what lies behind the behaviour is discouragement, what can the teacher do to encourage the child and not let him reach the ultimate stage of discouragement?

I am sure many teachers use this remedy already: To help the pupil understand his mistaken goal of seeking attention by useless behaviour, at that instant ignore him; at most, look at him disapprovingly. Then give him attention when he is not seeking it. For example, give him some 'important' task to do in class at the end of the lesson.

If a child is pursuing power, do not fight him; withdraw. By standing up to him you are giving him the opportunity of fighting you back, and every time he wants to show you that you can't tell him what to do, he will repeat his useless behaviour. The teacher will feel humiliated if for him being 'in control' is more important than being 'in authority'.

Again, if the child wants to take his revenge on the teacher, the teacher must avoid showing the student that he is hurt. If necessary, hide your feeling of disappointment: turn around, change the subject of conversation or react with a smile.

If the child has reached the depths of discouragement and has given himself up as lost, the worst thing the teacher can do is criticise him, humiliate him or expel him. The message in doing this would be clear: "Yes, you are useless, there is nothing I can do for you except dump you!"

In this sad situation, when nothing has worked for the child, we must lift him out of the abyss through encouragement. No matter how poor the light we hold him in, we must give hope to these unfortunate children who would otherwise be in danger of turning into alcoholics, drug addicts or even suicide cases.

No matter how many times we are exasperated by children's behaviour, we must keep in mind that our prime duty is to educate. Some children and adolescents can be educated "without tears", others can only be educated with a great deal of trouble. After all, most of the problems faced by children and adolescents are not of their making. Often they carry a burden of problems of their parents and of other adults.

I end this contribution by suggesting five points which teachers can adapt to their own roles:

The attitude, disposition and behaviour of the teacher influence the behaviour of pupils.

The effective teacher is skilled in preventing and, where possible, avoiding problems.

Techniques of classroom management can be identified and learned.

The teacher ought to take responsibility for developing his/her skills.

All forms of discipline begin with self-discipline.

Bro. Saviour is the director of services in education, Secretariat of Education, at the Archdiocese of Malta

Concluded