Understanding Behaviour vs. Discipline

Behaviour refers to the actions or reactions of a student in response to a situation or stimulus. It is often influenced by emotions, external factors, or habits, and can be positive, neutral, or negative. Behaviour is observable and can vary from moment to moment depending on circumstances.

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Example: A student who speaks out of turn during class is exhibiting a behaviour. This behaviour might stem from a desire for attention, frustration, or excitement.

On the other hand, Discipline is the practice of self-control, responsibility, and the ability to follow rules or guidelines. It is not merely about punishment but about making conscious choices that align with established expectations and values. Discipline is a skill that students can develop and improve over time.

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Example: A disciplined student chooses to raise their hand before speaking, even when they are eager to contribute, because they understand and respect the classroom rules.

Detaching Behaviour from Personality

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It’s important to detach behaviour from a student's personality. When we say a student "has good discipline," we are not labeling their character; instead, we are recognising their ability to make responsible choices. This distinction is crucial for several reasons:

1. Behaviour is Situational: A student's behaviour can change depending on the environment, mood, or context. A student who misbehaves in one setting might behave well in another. This variability shows that behaviour is not a fixed aspect of who they are, but rather a reaction to their surroundings.

   • Training Tip: Emphasise to teachers that instead of saying, "This student is disruptive," it's more accurate to say, "This student is displaying disruptive behaviour." This language shifts the focus from the student's identity to their actions, making it clear that behaviour is something that can be changed.

2. Discipline is a Choice: Discipline is about choosing one's behaviour. When students understand that they have control over their actions, they become empowered to make better decisions. This shift in mindset encourages personal responsibility and growth.

   • Training Tip: Encourage educators to help students see discipline as a personal strength they can develop. For instance, when a student makes a good choice, such as completing their homework on time, teachers can reinforce this by acknowledging their discipline and effort, rather than just praising the outcome.

 

Promoting Good Discipline

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Good discipline involves teaching students that they have the power to control their actions and make choices that lead to positive outcomes. It’s about helping them develop the skills they need to regulate their behaviour in different situations.

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1. Choice and Consequence: Highlight that every behaviour is a choice, and with each choice comes a consequence, positive or negative. By consistently choosing disciplined behaviour, students learn that they can influence their environment and experiences in a positive way.

   • Example: A student who chooses to study regularly is likely to perform better academically. This reinforces the idea that discipline leads to success and that they are in control of their outcomes.

2. Empathy and Understanding: Teach students to reflect on the reasons behind their behaviour. This reflection helps them understand their actions and the impact on others, fostering empathy and social responsibility.

   • Example: If a student acts out to gain attention, guiding them to express their needs in a more constructive way helps them learn that there are better ways to achieve what they want.

Conclusion

The goal is to help students see themselves as active participants in their own lives, capable of making choices that reflect good discipline. By detaching behaviour from personality, we avoid labeling students and instead focus on their capacity for growth and self-improvement. This approach not only helps manage classroom behaviour but also empowers students to take ownership of their actions, leading to a more positive and disciplined learning environment.

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This perspective shift—from seeing behaviour as something to be controlled to seeing discipline as a skill to be cultivated—can transform how educators interact with

students and how students view their own capabilities.