Abstract
Discipline is an inherent aspect of human growth. The holistic concept of Discipline as reflected in the literal meaning of its Latin root is “to teach or comprehend”. However, the sad reality seen across the world and esp. in our country is to make the child fall in line to the desired behaviour or task as set by the adults in shortest and harshest manner.
The idea of ‘good discipline’ as largely understood and implemented in our schools is well reflected in the following poem written by a student of Class I of an urban cosmopolitan school in India.
“Come to school well on time.
Go for prayers quietly in a line.
Don't throw any paper on the ground.
"Finder's keepers" is not allowed so give to the teacher what ever is found.
You must come looking clean and neat.
Greet and wish all the teachers you happen to meet.
Bring your own pen, paper and books.
Do not forget your manners ever.”
But, is discipline just about always being punctual, maintaining decorum and cleanliness, being courteous and polite? Also, are these desirable qualities in a child to be reflected only in the school premises out of fear of punishment or should it be the natural disposition developed with consistent care and grooming? How can Judicious Discipline approach be used to deal with problems in the Indian context with myriad social-economic differences in the Urban Cosmopolitan School, Small Town School and Rural School?
Judicious Discipline developed by Forest Gathercoal is one such democratic classroom management approach which has been appreciated and applied in classrooms across the world. This is a study of its relevance, adaptability and likely effectiveness in the Indian scenario.
