Regional Synod of Canada - Reformed Church in America

Pioneer Christian Monthly

Date - Oct/82

Contributor - Jim Stein and E. H. Stein

Title - Teacher Training for Sunday School: Discipline

Topic - Sunday School

Order & Discipline - Lesson 8

In the previous lesson, the teacher's example is of fundamental importance, in prayer, reverence, Bible study. etc. In the same way, discipline is taught b an y orderly Church School and furthermore, self-control is learned by obeying those in authority over us.

GOD is the author of law and order; Satan of confusion and chaos. Disorder always accompanies lawlessness.

Nurture is instruction and admonition is discipline and "children are to be brought up in the nurture and admonition of the Lord". The word "discipline" comes from "disciple" and the word "disciple" means trained in orderliness.

The Church School being the educational arm of the church, its officers and teachers must exercise discipline as well as impart instruction.

1. Disorder will destroy the best organized Church School, for no real teaching is possible when a class is beyond control. Lack of discipline produces disrespect for teachers and irreverence for the House of God, etc. It is said, that children who are orderly in public school, sometimes display an arrogant and rebellious attitude in Church School because they realize that Church School teachers do not posses the authority that is vested in the public school teacher. It is not the purpose of the Church School to expel such pupils, but to endeavour to hold them and the teacher should endeavour to do all within his power to retain such pupils.

An orderly Church School program is conducive to produce an orderly pupil. Disorder is contagious. One unruly pupil affects others, one distraction leads to another. A disorderly program only invites disorder from the pupils. if chairs are disarranged and song books are scattered about, they will produce ill effects on the pupil's mind.

Note and Observe the Following:

1. Psychologists tell us (Hughes & Hughes) that children prefer order. In the maze of confusing sights and sounds, many of which will not be significant to the immature mind, they welcome regularity, order, routine, program, etc.

It is reassuring to know what will happen next, and be, to some extent, prepared for it.

2. Children learn from an early age that there is order in their physical environment, i.e., whenever they touch a hot stove, they get burned. They, therefore, expect and want order in their social environment.

3. Most important is that a disorderly Church School is positively teaching disorderliness. If disobedience to the teacher or superintendent is tolerated, a disrespect develops for all that is associated with God.

Juvenile subconscious minds reason that no doubt God is like His servants, and if I can defy them and go unpunished then why fear God?

In the same way, tardiness teaches that time is unimportant. If the Church School always starts late, pupils will not aim at getting there on time and some will even come later thus increasing the distraction. If the hour is continually cut down five minutes, it looks as if the minutes were not valued very highly.

What then is the Nature of Order and Discipline?

First, consider the difference between the two, discipline is a state of mind, it is inward. Order, is a state of affairs, it is external.

1. Order in the Church School class may be manifested by silence, activity, or by speaking.

Notice also that these may betoken disorder. If the teacher is speaking, the silence of the pupils would be order; but if a question is asked, then speaking would be in order. During prayer, any moving around would be disorder; but if it were time for some expressional activity, sitting still would be disorder. Thus, order is doing the right thing at the right time.

2. Discipline is a much higher ideal than order, External order may be maintained merely by the threat of punishment and would not extend, in all probability, to the child's life. Self-discipline is a willing submission to outside influences and to one's own ideals. Hence, it is operative when there are no outside influences and this makes the man.

Some Distractions that Cause Disorder

Many unsuspecting factors lead to distractions and spoil both the class and the school.

1. Illness may make a pupil inattentive.

2. Discomfort caused by improper temperature of the room, an uncomfortable chair, or glaring light.

3. Teacher's ultra-modern clothes. A teacher will endeavour to be neat, wear good clothing, not necessarily expensive or flashy new ones. One should not resort to extremes in dress, but emphasize neatness.

4. An unpleasant voice is difficult to listen to, sometimes it is too loud, or too soft, resulting in inattention.

5.Sights and sounds from other classes where separate rooms, curtains or partitions are not provided. The latter two will provide some privacy from visual distractions, but cannot obliterate the sounds that inform pupils what is progressing elsewhere.

6. Officers frequently interrupt the study of the lesson by collecting offering envelopes and distributing literature. These invariably distract teacher and class and loss of interest in the lesson results. We should guard the teachers from such distractions.

How may Order and Discipline be Maintained?

ORDER -

The following suggestions are given for maintaining order:

1. Follow a Routine: If just beginning to teach, you should have a routine in mind and after one or two explanations, take it for granted.

2. Appear Confident: Even if nervous, do not show it. Be the master of the situation. Be prepared for every emergency and not easily thrown off mental or spiritual balance. A teacher must first learn to control himself, for "in God's program the discipline of God's worker is more important than the development of God's work". He who cannot control himself is not likely to control others. Many things will try your patience and, therefore, will require constant guard lest one becomes irritated. If Pupils discover the teacher in a state of mental confusion, they will take advantage of the situation and disregard all authoritative leadership.

3. Be Sincere: Have a genuine interest in each pupil. Be vitally concerned with the eternal welfare of every pupil and zealous to lead each one to Christ. Know your pupil's names, individual peculiarities, whims, likes and dislikes and accomplishments. Know when to play with them and when to get down to the business of teaching.

4. Give Pupils Scope for Activity: Vacation Bible Schools, have in a great measure, been successful in controlling restless boys and girls for longer periods than Church School because the opportunity for expressional activity is provided. The average boy is an active creature, delighting in activity, and if the teacher does not provide an adequate outlet, he can be assured of trouble.

5. See that Every Order is Obeyed: Nothing will encourage disobedience like the teacher's neglect of this injunction. Be a disciplinarian, maintaining order in the class, not because you are a crank, but because you realize that firmness can be respected. Appeals for order come from a sympathetic understanding heart, rather than a domineering will. ,

6. Punishment: If necessary, should be considered as a reaction of society, not retribution for a personal insult to the teacher. In other words, the class has met to investigate some important problems of life and if one of their number is a disturbing factor they will resent this interference.

In an extreme case, if one member hinders the progress of the whole class, he should be dealt with privately, as well as visiting his home to determine conditions, etc., and if persistent in his behaviour, he should be put into a class by himself and given a special teacher. This procedure would make expulsion unnecessary as the errant one will probably behave or never come back. This latter course is no victory for the Church School, and while it saves the embarrassment of expulsion, should not be adopted too readily.

DISCIPLINE -

To cultivate and implant this desirable quality in the pupil, the following factors are important:

1. General tone of the School (orderly): Order in the School will encourage discipline in the pupil.

2. Example of the Teacher: if they do not practice self-control, they cannot teach it. For no matter what they say, their example is more potent.

3. The Lessons: If interesting, will do more to keep order than any amount of regulations. Miss Plunnner say there is disorder in the class, it is the teacher's fault for the lesson itself should keep order".

Procedures as a Result of Consequences

1. Whole Staff. practice consistency in the application of guidelines.

2. The Teachers: are expected to be examples.

apply ALL to selves as individuals

should be well prepared in lessons, programs, activities. Be just and fair, ready to take firm, consistent action quickly (even with relatives and friends). Show a spirit of patience and love when enforcing.

be on time (it is suggested to arrive 1 5 minutes prior to Church School). Note: When children arrive in Church before the teacher, there is no one to discipline and nothing to do and restoring order can become a problem (one that can be avoided).

3. The Children: teachers should s dis cuss problem areas with class (ii necessary in private) and gain their confidence and respect. Correction with understanding is much easier for all concerned.

If and when children do not listen, and the teacher feels unable to handle, they should next discuss with Dir. of C.E. and, if necessary, following that, the Pastor. should this be unproductive, a private and amiable discussion with parents to enlist support, help and co-operation is in order to achieve desired results.

Discipline must be viewed as having two functions:

a) instilling and building serviceable habits in children-, and

b) modifying and changing unserviceable types of habits.

Children are not born with undesirable habits. These have been learned and will need to be corrected. We should learn and understand that prevention is more important and more easily accomplished than correction. We want to start with correct habits being instilled iir children, and for the children to understand and learn their value and necessity.

Knowledge is Power

A child who has no knowledge with which to make decisions, has no power for decisions of his own. But, children grow and become adults. It is our job to help them mature physically, mentally, emotionally, socially and normally by providing the opportunity and encouragement for expressions and decisions based upon Biblical principles. Discipline and order are a natural part of this process; and, when a child knows and understands the values of what is being instilled and practiced, they will exercise self-discipline and want to co-operate of their own free well. The degree of inner control the child learns in the home and Church School will be that which will be practiced in their Christian life.

We want to help start this development in every child who comes under our care and instruction. It is for this reason that we develop guidelines with expectations.

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