Examining Ineffective Discipline Methods in the Classroom
by Denise N. Fyffe
Discipline. This word drives fear into the hearts of many Jamaican children, especially if they are of primary school age. For us, it meant punishment and corporal punishment at that. When I look back at my time, in primary school that would be an outstanding memory for me.
Not that I was mostly on the receiving end. No, I was somewhat of a model student with a very attentive and involved parent who did not care for her child being physically abused. Only on very few occasions can I recall getting a beating in school. Usually, it was for not performing sufficiently on some classwork or test.
Ineffective Punishment
Looking back, as an adult and even more so as an educator, I am seriously appalled. When my school friends and I get together and reminisce we joke about these occasions, but somewhere in the back of my mind, there is simmering hate for the treatment we received – for them, more than I. Even now as an adult, I have developed an abrasive reaction to being hit by someone. Oftentimes, people talk casually and poke painfully or hit without meaning any harm or even realizing it. Psychologically, it says a lot about the subconscious disregard for someone, as a human being, if they are constantly being subjected to physical abuse of any kind. For me, the experience pulls on some deep anger, almost predatory and savage based on the internal stirs within my person, which I can classify now, having reflected on the matter. But I think the genesis of my post-traumatic responses, stems from these beatings we received as children in primary school.
Were the discipline methods meted out to us as children ineffective? The answer to that question is a resounding yes. What good can come from beating a child to learn? The consequences will manifest not only physically, but also mentally, emotionally, psychologically, and relationally. Indeed, let me also add academically. Certainly, some children can rise above it, but the experiences indelibly leave a footprint in their subconscious and their behavior and how they respond when there is a need for discipline will be shaped by their experience.
Alternate Methods of Discipline
Keeping the above disclosures in mind, what changes could have been made to improve the discipline process and create a more positive classroom climate? Our teachers could have used positive behavior modification techniques. According to Mather & Goldstein (2001) “behavior modification assumes that observable and measurable behaviors are good targets for change. All behavior follows a set of consistent rules. Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions.” Teachers would have greater success using this approach.
According to the findings of B. F. Skinner, when children experience agreeable consequences, it helps to strengthen behavior. However, less agreeable consequences have been found to not reinforce the behavior. “Pleasurable consequences are referred to as reinforcers, while unpleasant consequences are called punishers” (Hassard, n.d). If our primary school teachers had given us rewards for achieving high grades on tests or even a reduction in homework, this would have had a greater effect on ensuring that we performed well on our assignments and exams. Rather, they chose punishers, like beatings, which affected us negatively.
Hassard (n.d.) further explains that “social reinforcers are used very effectively by teachers to strengthen desired classroom behavior and learning. Social reinforcers, especially praise, can be a powerful tool.” Certainly, we all can agree as human beings that when we are praised our self-esteem is elevated and we feel a sense of pride. The emotions and hormones realized give us a euphoric feeling that we tend to seek afterward. As such, teachers should embrace using these behavior modification techniques stemming from B. F. Skinner’s work to effectively motivate students to learn, to excel, and to study their work. Young primary school children would also enjoy getting token reinforcers like gold stars for getting over 90% on tests, or accumulating points, from the point system approach. Those teachers who implement these methods find it an agreeable way to motivate young learners.
Based on my reflections on my experience in primary school, I can only surmise that these teachers did not have the proper teacher training to guide them in their careers. If they had been exposed to these techniques and have them continually reinforced in periodic teacher training workshops, I believe the classroom environment would have been more positive. Also, as children, we would have been more fulfilled, more successful, and less psychologically sacred.
References
Hassard, J., (n.d). 2.5 Behavioral theories of learning. Retrieved on November 22, 2020, from https://www.jackhassard.org/mos/2.5.html
Mather, N. & Goldstein, S. (2001). Behavior modification in the classroom. Retrieved on November 22, 2020, from http://www.ldonline.org/article/6030
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About the writer:
Denise Fyffe, ICDL, DSP, BC, PGDE, M. Ed.
Poetess Denise N. Fyffe is a published author of over 50 books, and enjoys volunteering, counseling, mentoring, and engaging in new experiences.
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Denise N. Fyffe 