Discipline in Children’s Ministry Prepared by the Resource Centre for Children’s and Family Ministry, Uniting Church in SA, 2007

Discipline in Children’s Ministry

Prepared by the Resource Centre for Children’s and Family Ministry, Uniting Church in SA, 2007

Meet and Greet:

Share at your table or in a small group: Your nameAge group of childrenA short explanation of your

ministry program

Aims

Understanding discipline – an introduction

Creating a climate for positive behaviour – what to do before you start your session

Managing behaviour –what to do when you’re with the children

Discipline?

Discipline?

GO TO YOUR

ROOM!!!

Rules & Consequences

1. ……. 2. ………..

3. …….. 4. .………

At your table come up with a definition of ‘discipline’.

Descriptions about discipline It means ‘to teach, instruct, train’. Discipline should be a positive process. “The goal of discipline is for the child to

reach a level of maturity that will allow him one day to function as a responsible adult in society.”

Discipline requires guidance by example, modelling, verbal instruction, correcting wrong behaviour, providing learning experiences and much more.

Descriptions about discipline Discipline and punishment are not

synonymous… Punishment is a type of discipline.

Discipline should not be confused with control. Discipline focuses on the learner, while control emphasises the teacher.

(The Five Love Languages of Children by Gary Chapman & Ross Campbell. Strand Publishing 2006)

(More than Glue and Glitter: A Classroom guide for volunteer teachers by Debbie Trafton O’Neal)

(Tool Box: resource manual for children’s work by Children, Youth and Young Adults’ Ministries, SA UC SA Synod.)

Why do we discipline?

Because every society has standards that are considered right and wrong, acceptable and unacceptable.

Choosing to live an immoral life harms the individual and their society.

We discipline to train, teach and equip children to become responsible and socially accepted members of society.

How should we discipline? we each have different standards

for acceptable behaviour we each have different methods

that we believe are acceptable for disciplining children

we are trying to incorporate Christian love in discipline

we don’t want to make church feel like school

we only have the children for a short time

How should we discipline?

“We will discipline, in the context of love.”

Children and the gospel by Ron Buckland

“We will discipline, in the context of love”

“Discipline without love is like trying to run a machine without oil. It may appear to be working for a while but it will end in disaster.”

“The Five Love Languages of Children” by Gary Chapman & Ross Campbell, p 114

“We will discipline, in the context of love”

Love looks out for the interests of others, so does discipline.

Discipline is an act of love. Lack of love leads to lack of respect. Practice unconditional love; then

discipline.

Discuss:

“There is no such thing

as an inattentive

child.”

Inattentive children?

“Meg! The feathers are for gluing on the paper bird.”


“James, stop wandering off!“


“Mark, what have you done to your drawing?“


“Andyyyyy, you know you’re not to have gum here.“


“No Karen, you only

went five minutes

ago.”


“Sam, stop yelling!”


“STEVE! No, I said pretend to be Samson!”


“I said, “Eyes this way!””

Discuss:

“There is no such thing as an inattentive child.”

How we respond to discipline challenges is crucial to our ministry…

Modelling how to respond under pressure



Child’s self esteem is in our hands



Child’s self esteem is in our hands Primary age children’s highly

developed sense of fairness

Causes of misbehaviour

On page 5 of your handout, quickly list as many causes of misbehaviour that you can think of.


An empty emotional tank


What does this child need? Does this child need their love tank

filled?


What does this child need? Does this child need their love tank

filled? Is this a physical problem?

PainThirsty/ HungryFatigued Ill


See your handout -page 6

In the student? In the classroom atmosphere? In the teacher’s attitude?

More than Glue and Glitter: A Classroom guide for volunteer teachers by Debbie Trafton O’Neal

Climate for positive behaviour

“Many behaviour problems will be avoided if your program captivates the children. Therefore, good preparation and presentation will form the basis of a good behaviour management strategy.”

SU’s Very Essential Guide to Working with Children, p22-23

Climate for positive behaviour: Preparation

Your own spiritual care and growth Never walk into a session

unprepared Know your children Know yourself Know the aims (long term goals)

and objectives (goal/s for a session) Prayer-paration

Climate for positive behaviour: Preparation

On the day: Arrive early to set up Lesson plans ready when you arrive All supplies on hand

Climate for positive behaviour: Planning

Meaningful experiences Variety of learning and teaching

techniques Test all crafts/games/activities Schedule of session Plan as a team – decide who will do what Cater for children with special needs


Brainstorm at your table different ways that children can be involved in different aspects of the session, such as: Singing Telling the story Application Prayer time


Evaluation: Did we achieve the objectives of the

session? Is the routine working? What are the children enjoying? Why? What are they not enjoying? How can

this be changed? Are a variety of teaching techniques

being used?


Reflect:Write down one or two practices

that you would like to begin, change of no longer use.

Climate for positive behaviour: Physical environment

Safe, welcoming, interesting Child-sized tables and chairs Appropriate floor coverings Personalise area with children’s

artwork Materials accessible & available Special area for storytelling Lessen distractions

Climate for positive behaviour: Physical environment

Share with a partner about how you currently create a welcoming

physical environment or how you have seen this done.

Climate for positive behaviour: You, the teacher

Relationships Respect Humility Consistency Boundaries Expectations Attention


Language Instructions Special needs Teacher:Child ratio

One adult: 3 x three year olds

Please note: different organisations and activities have different requirements Always have two adults in every room


Social expectations of power: Traditionally, power hierarchy teacher at

top and children at bottom Children won’t “do what we want”

anymore Now, it’s more like a circle with

values/vision in centre and children and teacher around the outside

Reflect on this new model’s implications for your role in managing behaviour.

Session review: Descriptions about discipline Why we discipline How we should discipline Causes of misbehaviour Ways to create a climate for positive

behaviour: Preparation Planning Physical environment Ways we interact with the children

Behaviour management strategies

“There are no magic formulas … But there are “tricks of the trade” …

tried and true ideas that, when adapted to fit the unique needs of both you and your students, can

help your classroom be one that is manageable and a joy in

which to teach!”

More than Glue and Glitter: A Classroom guide for volunteer teachers (p31) by Debbie Trafton O’Neal

Behaviour management strategies: Incidents and strategies

At your table: Brainstorm some of the “problems”

or discipline incidents that you have dealt with recently.

Share your strategies – “what works” in dealing with discipline incidents.

Behaviour management strategies: Rules and expectations

Rules and expectations Clearly stated, tailor-fit Include children in deciding on rules Explain any rules you must have Only have a few “don’t” rules Have as positive a list as possible Turn “don’ts” into “dos”

eg. “Don’t run inside.” = “Walk inside.”


We have these rules to ensure that everyone can be safe and happy in our class. We listen to whoever is talking We show sensible and responsible

behaviour We respect other people and their

property We follow teacher instruction We stay on task


Remind and restate rules regularly Enforce rules consistently Have rules on display

Would anyone like to share any rules they currently have in their

ministry program?

Behaviour management strategies: Attention getters

Call out ways to get children’s attention.


Signals where the teacher does an action until all the children join in

Signals that the teacher gives and then waits for full attention before continuing

Vary voice volume Write instructions on board


Decide at start of session or year Let children practice responding Expect children to raise their

hands

Behaviour management strategies: Minor disturbances

It’s best to try and keep the program flowing by: Ignore misbehaviour and talk with

the child laterStand near the child Establish momentary eye contactPause half way through a sentenceUse a simple gestureRemove distractionsPraise positive behaviour


Requests: pleasant, positive way to control

behaviourrespects children’s opinions

Commands:negative conveys that children’s opinions not

important


At your table, come up with: one short role-play that

incorporates a teacher giving a request and

another role-play in which the teacher gives a command.

Behaviour management strategies: Major disturbances

Do not ignore, deal with at once Look behind the problem to

consider the real reason What might this child need? Is their emotional love tank full? Is it a physical problem?


Be open and flexible to change Look for “teachable moments”


Step 1: Warning Give the child a simple yet clearly understood

warning that their behaviour is unacceptable. Step 2: Private consultation

Talk with the child and warn about possible consequences if misbehaviour continues. Don’t threaten disciplinary action unless you are prepared to carry it through.

Step 3: Carry out disciplinary action


Private consultation Deal with child alone but not out of sight Share your feelings about the

misbehaviour and not the child Be concise Let the child tell you what s/he did wrong

–prompt if needed Ask “what” not “why” Be sure the child understands why the

behaviour is wrong and not to be repeated.


Private consultation Explain a positive behaviour option the

child could choose instead

High 5* Ignore* Walk away* Talk friendly* Talk firmly* Report


Logical consequences Should tie directly to the misbehaviour Get children to determine the logical

consequence –either when setting the rules or at the time of the misbehaviour

Explore different alternative consequences and involve the child in choosing the most appropriate one

Follow through on the consequence


Punishment Involves placing a negative element into

the child’s environment To be able to use it appropriately and

with care, requires planning how you will implement it before misbehaviour occurs

“The punishment must fit the crime” “One size does not fit all”


Punishment Discuss at your table when and what

type of punishment may be appropriate in a ministry program.


Punishment Does not deal with the root problem of

misbehaviour May provoke anger and resentment May leave the teacher with feelings of

guilt and loss of confidence Often produces guilt and fear in children;

not trust and love of good discipline strategies.


Behaviour modification Positive reinforcement: placing a positive

element into a child’s environment Negative reinforcement: withdrawing a

positive element from the child’s environment


Behaviour modification Positive reinforcement: placing a positive

element into a child’s environment

Call out some positive reinforcers.social tokens activity tangible


Behaviour modification Negative reinforcement: withdrawing a

positive element from the child’s environment

Call out some negative reinforcers.


Behaviour modification: Most helpful for specific, recurring,

behavioural problems for which a child shows no remorse

Use sparingly

Behaviour management strategies:

Case Studies In your handout on page 13. In pairs, choose a few different

scenarios and work out: How might you respond?What might you say?

Conclusion

Our discipline begins in love. Discipline is expressed in the way we:

prepare to meet with our children and the way we interact with them.

Conclusion

In your handout, pages 14-15: Analyse the origins for your discipline

style A child’s remorse, an adult’s forgiveness Tips on working with overactive children

In your handout, page 16 References

Conclusion

Take time to review your notes and see how it all applies to you.

Recognise the many things that you are doing well.

If you feel you want to make changes, don’t try to make them all at once. Focus on one thing a week/term.

Ask other teachers for help and advice.

Finding joy

Find joy in teaching:SmileBe enthusiasticShare your passionEnjoy the storyExude energyAlways be ready to laugh

The Ministry of Children’s Education: Foundations, Contexts, and Practices. Introduction by Margaret Krych Chapter 9, “Teaching to Engage Children” Susan Wilds McArver p231 – 236

Finding joy

Find joy in teaching:Love your children as children of

GodAffirm themSupport themPray for themPray with themLet the Spirit guide you

The Ministry of Children’s Education: Foundations, Contexts, and Practices. Introduction by Margaret Krych Chapter 9, “Teaching to Engage Children” Susan Wilds McArver p231 – 236

Finding joy

“Discipline is an awesome task requiring wisdom, imagination, patience,

and great amounts of love.”

Documents

Discipline in Children’s Ministry Prepared by the Resource Centre for Children’s and Family Ministry, Uniting Church in SA, 2007