‘There is only one sort of discipline, perfect discipline.’ GEORGE S. PATTON

I have been most fortunate (and extremely lucky I suspect - please note cunning use of tautology!) that I have never experienced any discipline problems with my classes. I have heard many stories over the years of teachers being intimidated by their students and once a teacher has acquired the reputation of being an easy pushover by one class, all the other classes climb on the bandwagon and it tends to become a free-for-all. I have been witness to many interventions to help such teachers from assertiveness training, to role play, to well-meaning advice and the offering of different strategies. But students are perceptive and instinctive beings and they know when someone is trying too hard and such assumed techniques are seldom effective as they are not natural to that person standing in front of the class.

So what does a teacher who struggles with discipline do? Well, I have seen some who conduct every lesson in shouting mode, constantly raising their voice above the noise of their students and hoping that someone will hear something about what is attempting to be taught. Such lessons are often punctuated with cries of “Sit down!” or “Keep quiet!” or “This is your last warning!” – all completely ineffectual. Students know when they are in control and they are merciless in dictating the rules when in such a class.

Then there others who seem completely impervious to any forms of noise or rowdy behaviour. Irrespective of the conduct of their students such teachers stand at the front of their class and burble ineffectually, seemingly totally unaware of what is happening all around them. I don’t know if this is a form of courage, or of resigning themselves to the inevitable, or even if they think that students behave in this manner in all their lessons.

And then there are the teachers who use fear, contempt and perhaps even intimidation as a form of controlling their classes: you will note that I have used the word control and not the word discipline – these are two very different concepts and I have met many teachers who either believe them to be the same, or who do not care as long as the class in front of them is quiet and appears to be co-operative. The fact the students are sullen and unresponsive and often resort to truculent behaviour seems to matter little as long as the teacher can conduct their lesson in relative peace and quiet. It is easy to control a group of people who all wear the same clothing, who follow the same rules for how they have their haircut and who are governed by the ringing of bells for their daily functioning. Such people, I might suggest, can be classified as bullies and in the words of Shay Mitchell ‘… bullying never has to do with you. It's the bully who's insecure.’ Students know this and whilst they may not be openly defiant the subversion simmers just under the surface.

 I believe that discipline is about respect. Students are not in class just to obey and they are not receptacles for copious amounts of data and facts that need to be learnt and regurgitated. Students have the right to question what they are doing and why they are doing it: this is not defiance or being rude – they simply want to know. Just as we want, and need, to know why we pay taxes and what they are for (in South Africa we know exactly why we pay tax and what use will be made of that money but that is best kept for another day!) in my first lesson at the start of the school year I introduce myself and tell students I have one rule and one rule only in my classroom – what applies to me, applies to them. I arrive to class on time; I am dressed neatly; I do not eat, drink, smoke, pick my nose or fart in class; the work I give my students is always presented on clean white paper and is always legible; I will always do my best to ensure I fulfil my obligations to them: the same rules of behaviour apply to them. My classroom is my space – I will keep it neat, clean, tidy and interesting out of respect for them and I expect them to do the same. If I were to enter a student’s home I would not swing on his parents’ furniture or scratch my name on the coffee table – my classroom furnishings may be ugly and functional but should be treated in like manner.

Having established the rule I give students the opportunity to ask questions or to look for clarity with anything they do not understand: I also ask them to consider carefully what I have said and if they feel that what I am asking is too demanding then they have the right to ask for a transfer to another class. I have never had a student who has asked to leave my class and likewise, I have never had a discipline problem.

Perhaps it has been good fortune and good luck … and perhaps it hasn’t.