The absolute freedom... of discipline.

 I don't often think back on my own school days (the reason will become apparent), but when I do my memories tend to centre around two aspects - the outstanding teachers and coaches who made such positive impact in my life and, in much greater proportion, my memories are of cruel and damaging 'discipline' practices which, while unthinkable today, seemed pretty common back then. From our deputy head (lower case) who would don his academic gown (which clinked with what were reputed to be alcohol bottles) before he would beat us (in his office if 'sent', or lined up in the quad at break having failed 'hair inspection'), to the teachers who fashioned planks into 'fun' named bats (more beatings, not cricket), to the elderly maths teacher who would hit our hands with her metal ruler ('this hurts me more than it hurts you' she would mock), to less violent but even more damaging heavy sarcasm of our teacher as she seated us in mark-order, mocking those who ended up in the "brick row" (the last 8), and the rugby coach who would 'lash' us for losing a game. It is a miracle we made it out relatively unscathed (although I don't believe all did), and it is only the moderating influence of my enlightened University days that woke me up to the absolutely shocking practices that I (and many, many others like me) had to endure at what was regarded as a reasonably good school (with 'good' discipline) in its day.

 

Since then, I have had many opportunities to reflect on school discipline, and from the very extreme end of the spectrum that I endured I have also witnessed the other extreme -laissez-faire appeasement style 'discipline' where school leadership takes direction from below and relies on shifting sand majoritarian consensus to keep some sense of order (and the 'leader' in place). Of course, there are infinite variations of leadership styles and discipline practices between these extremes, and the purpose of this reflection is not to interrogate style, per-se, but to advocate for what I believe to be the best environment in a school to facilitate flourishing.

 

I start from the position that discipline is not a restrictive practice. In fact, the opposite is true - where discipline is weak the lack of boundaries and shifting sands of majoritarian will inhibits flourishing - classic 'Lord of the Flies' style. Where boundaries are clear and fair, and expectations are well articulated and consistent, it creates a 'safe space' where the rules of engagement are clear and consistent. In this space children have the freedom to be themselves within the context of a structure of loving mentorship, and flourish.

 

Of course, central to good discipline is good leadership. Vision-led and principled, creating the meta-cognitive environment that children can use to reference their behaviour against. As teachers we invest far too much time and effort thinking up new and creative 'punishments' and far too little time and effort developing a shared vision. 

 

Most faith systems hold notions of discipleship, and in the Christian faith this is well articulated in the gospel of John, Chapter 13 where Jesus instructs the disciples:

 

“A new commandment I give to you, that you love one another: just as I have loved you, you also are to love one another.  By this all people will know that you are my disciples, if you have love for one another.”

 

You will notice that Jesus’ commandment to his disciples is beautifully simple. It is not reliant on sets of rules, punishment, codes of conduct, or threats of disciplinary hearings. It simply relies on the fact that, as a person feels in his or her heart, is reflected in their behaviour. Being a disciple, then, begins on the inside, with belief, and manifests externally as behaviour – how we treat ourselves and each-other.  

 

Discipline - discipleship in action - is therefore essentially internal in origin. We behave the way we do because of the belief structures that we have internalised. It can be paraphrased thus: '...if we have internalised these values of self-regulation, then all will know that here is something special about this place, it will affect everything that we say and do'.  It is not part of a school's brand, it is not there for marketing value, it is intrinsic to what we believe, who we are, and why we are here.  

 

These principles should manifest themselves everywhere in the school, amongst pupils, their parents, and their teachers.  A school becomes a truly disciplined community not because of codes of conduct and threats of punishment, but because vision led stakeholders believe in something greater than themselves and their immediate needs. 

 

The school plays an important role in this partnership, having direct contact with the pupils during school time. It is the responsibility of the school to set expectations (and for the school leaders to live and breathe the vision), monitor behaviour, and accept that children finding their way in the world will not always be perfect (whatever that means). All leaders, when we inevitably will have to take corrective measures, should ensure that corrective action is always fair, firm, consistent, nuanced to the person, and always compassionate manner. Sometimes those amongst us who need the most love cry out for it in the most unlovable ways. 

 

It all comes down to leadership. Our role as leaders is to build that shared vision and inspire, rather than enforce. Where there are bad standards of discipline we tend to default (deflect) to blaming students. In fact, where standards of discipline are poor, leadership is poor, and the tyranny of malicious disorder inhibits flourishing. Where vision-led, principled leadership is strong, children are free to be themselves, and flourish.