There is much current debate around the issue of ‘discipline’, both within the home and at school. These days we have a wealth of information about children’s emotional needs and development which was previously unknown, and although useful, this has made the discipline of children a much more complicated issue. Parents are now expected to be informed about child psychology and get it right in so many more ways than was previously demanded of them. In schools, we now have programmes in emotional intelligence, self-esteem building, and even lessons in happiness.
Our greater knowledge about child development has split the child experts and parenting gurus into two camps: the ‘authoritarian’ approach which advocates a return to good old-fashioned discipline, and the ‘permissive’ approach which prioritises the needs of the child. When two camps oppose each other they become more extreme in their beliefs and make more exaggerated claims; the need to be right clouds the reality and common sense gets lost.
At Lewes New School we recognize that both adult authority and children’s emotional and developmental needs are equally important, and it is our aim to create an educational environment which is stimulating, relevant and meaningful for the children, while at the same time providing a safe and secure framework of adult authority.
Children are given an amount of freedom and choice in what they do rather than being restricted and forced along adult-imposed paths of learning, but this would descend into a free-for-all if there were was an absence of boundaries and directions from the teachers.
In an educational context, the freedom to explore, discover, make choices and try things out can only flourish within a clear structure, otherwise children may drift, give up or lose motivation. Where there is greater freedom, there is a corresponding greater need for good discipline and behaviour, as children can only feel free if they feel safe and secure.
The Lewes New School has strived to develop the most effective behaviour and discipline policy based on the same principles as its educational policy: freedom within a clear structure. For children to benefit fully from the educational system, they need to feel free to express themselves honestly, without fear of being shamed or belittled, while at the same time knowing the clear boundaries of behaviour. To this end, our methods have focused on day-to-day communication skills to develop an approach which is authoritative rather than authoritarian or permissive.
A permissive approach can result in confusion and anxiety for the children, who may push and push until they find out where the boundaries are. Challenging behaviour therefore becomes more and more extreme. An authoritarian approach on the other hand, may achieve discipline through fear. An effective approach to discipline has to be one which fosters self-discipline and a willingness in the children themselves to behave appropriately. To this end, our methods are based on language which is clear and direct, based on the teacher’s legitimate authority, together with an approach which nurtures the human relationship between teacher and child. Our aim is to foster authentic and close personal relationships within a framework of unequivocal adult authority, so that children feel free to express themselves at the same time as feeling safe within clearly understood boundaries.
