Respect vital for discipline<\/p>\n
Simon Marcus Gower, Jakarta<\/p>\n
The yearly cycle for bookshops in the many and various
\nshopping malls in and around Jakarta to feature the English words
\n"Back to School" has recently past. Naturally these words were
\nintended to attract the attention of parents as they prepared
\ntheir children with the books and stationery they needed to
\nreturn to school. But one wonders what those words meant to
\nstudents that read them.<\/p>\n
For some students those words might have raised expectations
\nand even excitement at the prospect of returning to school. For
\nothers they might have been the signal of renewed feelings of
\nboredom and general tedium as they are obliged to get back into
\nthe routine of school attendance. For them the prospect of going
\nback to school offers little excitement. But for others still
\nthose words "Back to School" might have harbored foreboding and
\neven fears.<\/p>\n
It must be a quite grim concern that as many students have
\nreturned to school they have been subjected to practices that may
\nwell be looked upon as humiliating and doing little or nothing to
\nengender a sense of respect and a positive sense of discipline.<\/p>\n
For, most likely, far too many students the prospect and
\nresult of returning to school amounts to a series of events
\nserved up as a quite obnoxious concoction of disrespect and
\ncontempt for the individual.<\/p>\n
In an age when education really ought to be focusing on
\ndeveloping the individual and enhancing the individual's sense of
\nself-worth and place in society, it seems all the more offensive
\nthat returning to school is allowed, even encouraged, to become a
\nseries of senseless activities that, practically by design,
\nundermine self-esteem and respect for others.<\/p>\n
Some schools permit the spectacle of not only allowing seniors
\nto psychologically offend and enter into antics little short of
\ntorture but also allow the platform for this humiliating behavior
\nto be disrespect for the school uniform and thus, by extension,
\nthe school itself and the whole notion of respect for and
\ndiscipline in schools.<\/p>\n
For example, the blatant ridiculousness and irrefutable
\nstupidity of allowing seniors to force juniors to wear their
\nuniforms in a clown-like fashion cannot possibly be associated
\nwith thoughts of building respect and value for a school uniform.
\nYet, schools can be observed in which seniors have been allowed
\nto force their juniors to roll one leg of their trousers up, take
\noff their socks, have their shirts hanging half-in, half-out and
\nhop around in a generally idiotic manner.<\/p>\n
At a time when "formal" classes have not yet begun some
\nschools allow their "welcome" to students to become a kind of
\nhazing that openly disrespects the individual and seeks to force
\nthem into a "system" in a way that amounts to disturbingly
\noffensive indoctrination.<\/p>\n
Schools should think on these antics more carefully and in
\nparticular think of the possible and\/ or likely psychological
\nconsequences of such behaviors. First days back at school should
\nbe positive and uplifting events that are sensitive to the fact
\nthat for some students returning to school can be a very
\nuncertain and unsettling time.<\/p>\n
It is not easy to see how positive and life enhancing
\nexperiences are being catered for when the general rule and role
\nfor both teachers and students is that of humiliation. Perhaps
\nthere are some sick sadistic pleasures being gained by those that
\nare exercising the "authority" role in this pitiful set-up but,
\nagain, any real and legitimate value is scarce and far from
\nconstructive.<\/p>\n
That word "constructive" should be central in not only first
\nweeks of school but throughout the school year. Constructive
\nencounters and experiences that build a sense of caring and
\nsharing, mutual respect and a genuine sense of valuing discipline
\nand working together in schools ought to be the order of the day
\nfor first and continuing days of school.<\/p>\n
Mutual respect that acknowledges and engenders the rights of
\nindividuals should be placed at the top of school's agendas. This
\nkind of respect should also exist without conditions. Respect is
\nnot merely expected or demanded on the basis of seniority or
\nteacher-student control; respect is earned through giving and
\nreceiving. With this kind of mutual respect in place, discipline
\nnot only becomes more accessible but also more valid and lasting.
\nThat is, discipline is not a matter of forced obligation but a
\nresult of logical thinking.<\/p>\n
Doubtless there will be some readers of this article that
\nthink to themselves and may say that there is nothing wrong with
\n"fooling around" during first weeks of school. They might defend
\nwith expressions like "it's just a little fun, harmless really".
\nThat is too easy and, in fact, too dangerous. "Fooling around" in
\nthese ways can have a deep-seated impact and lead to damaging
\noutcomes rather than positive growth.<\/p>\n
In England one school allowed foolish activities during its
\nfirst week of school. Older students were allowed to practically
\nbully new students and teachers found humor in it (doubtless
\nbelieving at the time that it was "just a little harmless fun").
\nBut this first week of school had a deep impact on one student.<\/p>\n
He held a grudge deep inside of him for what had happened and
\nweeks later smashed the windows of teachers' cars with bricks and
\nslashed their tires with a knife. He became a "discipline
\nproblem" and needed "psychological counseling and assistance". We
\nmust question -- whose fault was that? And should other schools
\nrun the risk of having similar things happen? Surely not!<\/p>\n
The writer is Principal of Raffles International Christian
\nSchool, Jakarta.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/respect-vital-for-discipline-1447893297",
"image": ""
},
"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
}