POSITIVE DISCIPLINE

 
 “The Quaker emphasis in education probably lies in non-violence, in participation, and in caring. Not only to run the school without violence, but to produce young people who will feel a concern to reduce the level of violence in the world.” (Quaker faith and practice 23.74, 1994)

This is the kind of school we want for children.

In 1996, corporal punishment was prohibited in schools in terms of the South African Schools’ Act (Section 10.1.) Teachers, who relied solely on corporal punishment for discipline at school, still grapple with the problem of what to do to replace corporal punishment. No training in alternative forms of discipline was provided for teachers. As a result teachers felt, and still feel, that there is nothing that they can do to discipline children at school. Many teachers still use corporal punishment. I observe that schools using corporal punishment experience the most serious discipline issues. The continued use of this practice sustains the false belief that it is acceptable to solve problems using violence.
The Quaker Peace Centre has developed a non-violent system of discipline for teachers at South African schools. We believe that if one can influence young people when they are open-minded, before they develop entrenched beliefs in violence as a solution to all problems, then one can begin to develop peaceful individuals who can bring about peace in their society. Peace building must begin with young people at school.

Making the greatest impact with the smallest resources

2007 GOOD SCHOOL PRACTICE INDABA held at Sid G Rule Primary School in Grassy Park, Cape Town.
 

A learner from Grassy Park High School challenges the process	The Choir Mistress from Vukani Primary School (right) with Avril Knott-Craig (left)

An Indaba is a Zulu word meaning a meeting where experts or learned people share ideas.

The topic in the 2007 Indaba was good school practice.
School leaders and pupils talked about the good practices that they use at school.

Many schools in South Africa are running well and delivering a good education to their pupils. We do not hear much about these schools; the media focus is on the increasing levels of violence and dysfunctionality in the schools and so the schools that are functioning well are ignored. We believe that these schools have something to offer and can assist schools that are struggling.
We received positive feedback from both participants and presenters.

• A total of 198 teachers, principals and pupils attended the INDABA over the 2 day period.
• The pupils played an active role in the process and offered comments and suggestions that were practical and insightful.
• Teachers found it refreshing and helpful to meet colleagues from other schools and to learn that so many schools are doing good work and are able to assist other schools.
• It was affirming for schools to share their successes and inspired many teachers and pupils to make determined efforts to try new methods.

Panel discussions were held on:

• the role of sport in developing positive self esteem of pupils and the positive impact this has on pupil behaviour.
• the role of creative education, creative arts and peace education in developing pupils who are motivated and able to resolve conflict constructively.

Interviews were conducted with

• a principal who related how their school had overcome gang violence at school,
• a principal who spoke about developing a professional community of excellence rather than just pockets of excellence in individual schools.

The  curriculum manager of the southern education district office was interviewed on the effect the department’s decisions have on the morale of teachers and what teachers can do to improve their work load and what the department plans to this in this regard in 2008.

• Pupils from Battswood Art Centre played a marimba band,
• the choir from Vukani Primary School in Philippi East sang
• dancers from Alexander Sinton High School danced

We learnt that sport and the arts play pivotal roles in motivating pupils to learn.
  The curriculum manager from the Western Cape Education Department Southern District

FUTURE INDABAS

Topics include:

• reducing the levels of violence in our schools and communities
• getting the pupils’ ideas about how to engage pupils and improve the behaviour at schools.

If you or your school would like to attend an Indaba please contact Avril Knott-Craig at the Quaker Peace Centre.
 

More about positive discipline (publications) ...

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Contact

The Project Leader (Avril Knott-Craig) at the details on the index page.