The ideas for this talk are from Dr Patricia M. McCormack IHM, from her book, ‘Classroom and Beyond.’ The title of the book makes me think of Buzz Light Year.
“A positive approach to the concept of self-discipline must be a cornerstone of school life of a sense of self-discipline, i.e., personal responsibility, is to take root in students….discipline must help students develop moral reasoning self discipline, and respect for others. The emphasis should not be on extrinsic rewards and punishments, but on following the rules because it is the right thing to do. because it respects the needs of others. When students break a rule, consequences should include moral dialogue that makes explicit reference to the relevant virtues….The approach to self-discipline is crucial. When negative, i.e., characterized by control, coercion, unexplained demands, punishment, retaliation, or cold detachment, students are likely to become angry, resentful, defensive, defiant, or belligerent.”
“Discipline is not about managing behavior, policing, controlling, or punishment; rather, it is aimed at helping students to develop the ability to listen to another voice, to understand the message, and to act upon it appropriately with autonomy…It seeks growth, wholeness, peace, and personal development….The disciplinarian focuses on the action and the effect that the action has on the community…Gospel discipline focuses on avoidance of sin rather than on self interest…Positive attitudes of discipline foster intrinsic motivation, self control and the attitude of right-for-the-sake-of right. Discipline is not about bartering rewards and punishments. It is about asking the question, ‘What am I called to do? What am I inspired to be?”
“Disciple is about…Learning to recognize the life giving voice of God in persons and events; understanding the message and acting upon it appropriately with autonomy in freedom.
Discipline is not managing the behavior of a student’ policing or controlling.
Discipline is about developing expectations, norms and structures that: inspire life giving moral thinking, deal compassionately with hurtful behavior choice, make hurt less likely to happen in the first place.
Discipline is not unconnected, isolated rules or hoops to jump through, with breed resentment and revenge.
Discipline is about fostering community-a place where students experience both the individual nourishment and mutual caring; a place where relationship is fostered.
Discipline is not safeguarding a collective-a place where students are exhorted to silence their own needs for the sake of conformity, overcoming private preferences in order to serve the group.
Discipline is active decision making.
Discipline is not passive conformity.
Discipline is cooperative relationships-learning to see things as others see them; to seek a broader view outside oneself.
Discipline is not self-centeredness.
Discipline is recognizing, accepting, embracing each child as ‘imago Dei’ – an image of God who is a unique gift.
Discipline is not competition.
Discipline is about freedom.
Discipline is not about coercion.
Correction that leads to conversion. By conversion is understood a transformation of the student and his world… a resultant change of course and direction…Conversion, as lived, affects conscious and intentional operations…directs his gaze, pervades his imagination…enriches his understanding, guided his judgments, reinforces his decisions….Correction in a process that gives life to learning, it is restorative, and it invites reconciliation. Its goal is to instruct, to teach, to guide and to help children develop self-discipline- and ordering of the self from the inside, not an imposition from the outside. In giving life to our children’s learning, we are concerned not with mere compliance but with inviting our children to delve deep into themselves and reach beyond what is required or expected.
Conversion versus compliance.
Conversion is an internal process of thinking and willing signified by a radical turning around: a change of heart, an opening of the mind, returning home to the soul.
Compliance is external response to act in accordance with requirements, regulations, expectations.
Conversion goal is learning.
Compliance goal is conforming.
Conversion focus is underlying motives and values. Choosing to know the good, and do the good.
Compliance focus is on behavior. Doing what the teacher wants.
Conversion climate is safety, warmth, trust, nurturing, supportive.
Compliance climate is threatening, cold, fearful, void of relationships.
Conversion mindset is what do students require in order to flourish? What can I do to provide those things?
Compliance mindset is how do I make students do what I want them to do?
Conversion motivation is intrinsic motivation,internal compass, commitment ti social responsibility. Creates a sense of personal power (autonomy.)
Compliance is extrinsic motivation, fear of consequences, external conformity. Powered by another; rely on another for decision making.”
Pray that I do all right. Come Holy Spirit