Parenting styles....

1. Gender Issues & Peace Education
• Name: Aditya Arya
• B.Sc.B.Ed. (CBZ) VI Semester
2021

2. Topic:
Healthy discipline among
school children

3. Contents
 What is Healthy Discipline
 Misconception about Discipline
 Discipline Vs Punishment
 Healthy Discipline in Everyday Teaching
 Role of Parents in Healthy Discipline
 Goal of Healthy Discipline
 Strategies to maintain Healthy Discipline
 Healthy Discipline Tips for Parents
 Conclusion

4. What is Healthy Discipline ?
 The Latin origin of the word discipline is ‘to teach’.
 Disciplining the student child means teaching them responsible behavior and self-
control.
 With appropriate and consistent discipline, then students will learn
about consequences and taking responsibility for their own actions.
 At its best, discipline rewards the student for appropriate behavior and discourages
inappropriate behavior, using fair and positive means, it is known as healthy discipline.

5. Misconception about Discipline
 Some teachers and parents, think that discipline means physical
punishment, such as hitting and smacking, or verbal abuse such as yelling
or threatening the student. This is not discipline.
 Using physical punishment or
inflicting pain on a student to stop
them from misbehaving only
teaches them that it is OK to solve
problems with violence.
 Students learn how this is done
from watching their teachers use
physical violence against them.

6. Other problems caused by physical
punishment:
 Damage to the very precious teacher-student
relationship.
 Harm to the student’s dignity, self-respect, self-
esteem and sense of a positive identity.
 The possibility of physical and psychological injury.
 Lost opportunity to use the student’s misbehavior to
teach them responsibility and self-control.
 The destruction of the student’s sense of fairness and
justice.
 Long-term effects – the child may become withdrawn,
fearful or use bullying behaviour.
 The student may try to avoid physical punishment by
telling lies.

7. Discipline Vs Punishment
Discipline is helping a child solve a problem. Punishment is making a child suffer for
having a problem. To raise problem solvers, focus on solutions not retribution.
– L.R. Knost
 Penalty for doing
something wrong
 Controlling or "correcting
mistakes through the use
of pain
 Teaching a (painful)
"lesson" so that the
mistake will not be
repeated
 Discipline aims to teach, mentor,
guide, help learn...
 Role of the "teacher" or "mentor" is
to e plain well and demonstrate/
model good behavior
 Discipline is part of child rearing and
is not limited to situations when there
is a mistake or offence.

8. Healthy Discipline in Everyday Teaching
•Helps student develop
appropriate thinking and
finding long term solutions
that develop students' own
self- discipline and
confidence;
• Clear and consistent
communication
•Consistent reinforcement
of your e pectations, rules
and limits
• Based on knowing your
student being fair;
•Aimed at building a
mutually respectful
relationship with your
students
•Teaching students life-
long skills and fostering
their love of learning;
•Teaching courtesy, non-
violence, empathy, self-
respect and support for
others and their rights; and
•Increasing student's
competence and confidence
to handle academic
challenges and difficult
situations.
•Guides student to be in
harmony with self and
others.
Healthy discipline is part of an education process, a way of thinking and
an approach to teaching that :

9. Role of Parents in Healthy Discipline
 Children learn by e ample. Anumber of
studies show that the most influential role
models in a child’s life are their parents. It is
important that parents act as a model for how
they want their children to behave.
 Parents run up against barriers when trying
to teach good behavior, like children who:
 Are disrespectful and don't listen:
“I must have told you a thousand times!”
 Do listen, but defy or deliberately disobey your request for good behavior.
 Responsibility of parent is to help the child become self-reliant, respectful, and self-
controlled.
 Relatives, schools, therapists, doctors, and others can help. But the primary
responsibility for discipline rests with parents.

11. Goal of Healthy Discipline
 Healthy Discipline is the structure that helps the student fit into the real world happily and
effectively.
 It is the foundation for the development of the student’s own self-discipline.
 Healthy discipline is about teaching and guiding the students, not just forcing them to obey.
 As with all other interventions aimed at pointing out unacceptable behavior, the student should
always know that the teachers supports him or her.
 Trust between teacher and student should be maintained and constantly built upon.
 Teaching is also the task of raising students and providing
them with the necessary material to further their
physical, emotional, cognitive and social development.
 Disciplining student is one of the most important yet
difficult responsibilities of teaching, and there are no
shortcuts.
 The doctors must stress that teaching about limits and
acceptable behavior takes time and a great deal of energy.
 The hurried pace of today’s society can be an obstacle to
healthy discipline.

12.  The goal of healthy discipline is to foster acceptable and appropriate behaviour in the
student and to raise emotionally mature adults.
 Adisciplined person is able to postpone pleasure, is considerate of the needs of others, is
assertive without being aggressive or hostile, and can tolerate discomfort when necessary.
 The foundation of healthy discipline is respect.
 The student/ child should be able to respect the teacher and parent’s authority and also the
rights of others.
 Inconsistency in applying discipline will not help a child/ student respect his or her parents
& teachers.
 Harsh discipline such as humiliation (verbal abuse, shouting, name-calling) will also make
it hard for the student to respect and trust the teacher.
 Thus, healthy discipline means discipline
applied with mutual respect in a firm, fair,
reasonable and consistent way.
 The goal is to protect the child from danger,
help the child learn self-discipline, and develop
a healthy conscience and an internal sense of
responsibility and control. It should also instill
values

13. Strategies to maintain Healthy Discipline
AHealthy discipline plan should include positive reinforcement as well as negative consequences.
Reinforce the good behavior with praise and privileges and provide negative consequences when the child
breaks the rules. Here are some effective discipline strategies :
1. Reward good behavior :
 Acknowledging good behavior is the best way to encourage the student to
continue it. In other words, "Catch them being good."
 Compliment the student when they show the behavior we've been seeking.
Providing genuine praise for the student’s efforts and we'll boost his/her
confidence.
 Use praise to encourage his/her to keep trying, study hard, and do his/her
best.
 Rather than saying, “Great job getting a 100 on your test,” say, “Good job
studying so hard.”
2. Hear them out:
 Listening is important. Let the student finish the story before helping solve the
problem.
 Watch for times when misbehavior has a pattern, like if student is feeling jealous.
 Talk with student about this rather than just giving consequences.

14. 3. Natural consequences:
 When student does something wrong, and if we let him e perience the result of that behavior. There's
no need to "lecture."
 The student can't blame the teacher for what happened. For e ample, if a student deliberately breaks
something in the class, they no longer have that thing to use in the class.
 Natural consequences can work well when student don't seem to "hear" your warnings about the
potential outcome of their behavior.
 Let the student face the consequences of his/her choices when it’s safe to do so.
 She/He might remember to do so ne t time if they e periences the natural consequence.
 Be sure, however, that any consequence they might e perience isn't dangerous.
4. Logical consequences:
 This technique is similar to natural consequences but involves
describing to the student what the consequences will be for
unacceptable behavior.
 The consequence is directly linked to the behavior.
 If students refuses to get off the PC in the lab when you tell her
to do so, take away their computer privileges for 24 hours.
 Calmly and firmly e plain the consequences if they don't
behave. Don't give in by giving them back in the ne t period.
 But remember, never take away something that a student truly
needs like lunchbo .

15. 5. Know when not to respond :
 As long as student isn't doing something dangerous and gets plenty
of attention for good behavior, ignoring bad behavior can be an
effective way of stopping it.
 Ignoring bad behavior can also teach student natural
consequences of their actions.
6. Taking away privileges:
 Sometimes there isn't a logical or natural consequence for a bad
behavior - or you don't have time to think it through.
 In this case, the consequence for unacceptable behavior may be
taking away a privilege.
 For e ample, if a middle schooler doesn't complete their
homework on time, we may choose to take away some privileges
for the rest of the day in the school.
 This discipline technique works best if the privilege is:
• Related in some way to the behavior
• Something the student values
• Taken away as soon as possible after the inappropriate behavior (especially for young students)

16. 7. Time outs:
 Time outs work if we know e actly what the student did wrong or if we need a break
from the student behavior or it can be especially useful when a specific rule is
broken.
 Be sure we have a time-out location established ahead of time.
 It should be a quiet, boring place - probably not the ground (where the student can
play) or a dangerous place like a bathroom.
 This discipline technique can work with student when he/she is old enough to
understand the purpose of a time out - - usually around age 2 and older, with about
a minute of time out for each year of age.
 Time outs often work best with younger kids for whom the separation from the classroom environment is truly seen as a
deprivation.
 This discipline tool works best by warning children they will get a time out if they don't stop, reminding them what they did
wrong in as few words―and with as little emotion―as possible, and removing them from the situation for a pre-set length of
time (1 minute per year of age is a good rule of thumb).
 With children who are at least 3 years old, you can try letting their children lead their own time-out instead of setting a
timer. You can just say, "Go to time out and come back when you feel ready and in control."
 This strategy, which can help the student learn and practice self-management skills, also works well for older children and
teens

17. We as a parent should guide the discipline techniques to fit well with the
child's temperament:
 The key to healthy discipline is to understand about our child is, especially their
temperamental style, and use the discipline to help them achieve their potential
given those talents and tendencies.
 But our goal should not be to turn them into someone they are not (for e ample,
to turn a boisterous intense child into a mellow laid-back one).
We should communicate our discipline plan:
 Discipline techniques shouldn't come "out of the blue," especially if
we're trying something new.
 To children who are old enough to understand, during a planned
discussion (not in the heat of the moment) e plain the technique,
why we are using it, and what we hope it will accomplish.
 Older children may be included in choosing which rewards and
consequences would be appropriate.

18. We should be respectful of our child:
 If we show our child respect - even when disciplining our child -
our child is more likely to respect us, other family members, and
other people in their life.
 If we "lose it" or overreact with disrespect, apologize.
 Behave the way you want the child to behave.
Be consistent:
 Any technique will fail if we don't follow through or enforce
consequences consistently.
 If we say, for e ample, that toys will be off limits for a week, then take
them away if the offending behavior continues.
 Don't break the discipline rules by giving in during public e hibitions of
bad behavior, such as a child throwing a tantrum while shopping.
 If we give in to the child's demands, the tantrums will continue.
 Try to keep the goals and the techniques consistent over time.
 If more than one adult is responsible for the child's discipline, be sure
we agree about the approaches we will use.

19. When it's done, it's done.
 After the consequence is over or the time has been
served, don't ask for apologies or continue to lecture
about the behavior.
 Help the child return to an appropriate activity.
Understand what's appropriate for the child's
development:
 Before disciplining a child, make sure that the child
really did understand what we asked them to do.
 Sometimes parents make demands for behavior that
is beyond the child's ability to comply.
 Just like other skills in life, behaviors often need to
be "grown into.

20. Conclusion
Hence, we have already known that healthy discipline plays an
important role in development of student’s / child’s self. It is
also an integral part of an education process, a way of thinking
and an approach to teaching various necessary prospects & life
long skills ; appropriate thinking, self- discipline, confidence,
being fair, mutually respectful relationship, life-long skills,
non-violence, empathy, self-respect and harmony with self.
Creating healthy discipline is not only sole responsibility of the
teacher but parallelly of parents too. We’ve also discussed
strategies of maintaining it.
Healthy Discipline is the structure that helps the student fit
into the real world happily and effectively. Also, it is often
related to punishment, but as a good teacher & good parent
we should understand the difference between the two terms.
The hurried pace of today’s society can be an obstacle to
healthy discipline

21. Thank You
• Name: Aditya Arya
• B.Sc.B.Ed. (CBZ) VI Semester