Every catechist has the right to demand the kind of classroom atmosphere that will allow him or her to teach and the students to learn. This involves the use of discipline.Rules for Effective Discipline
Every catechist has the right to demand the kind of classroom atmosphere that will allow him or her to teach and the students to learn. This involves the use of discipline.
The word discipline means the education that dispels ignorance and the formation that casts our vice. It is related to the word disciple, that is, one who learns and receives formation. Discipline in the context of catechesis is not an end in itself, but provides education and formation that will train students in the discipleship to the Lord Jesus Christ.
Each catechist brings to the classroom a distinct personality which makes his or her teaching style unique. Every catechist creates an atmosphere where he or she finds it possible to teach.
Some prefer an atmosphere that is formal and orderly, others like one that is more relaxed and spontaneous. There is no right and wrong atmosphere, but one where the catechist can function best.
Catechists should remember that they are representing Jesus and His Family, the Church, and that their words and actions may influence the student’s future attitude toward God Himself, either positively or negatively. It is important, then, to try and assume the mind and heart of Jesus Christ toward the students: unconditional love and zeal for the salvation of their souls.
Below are some guidelines for effective discipline.
1. Discipline is not negative, but positive and needed. People learn from discipline, and it
allows for learning to take place. Recognize that students need to learn skills like listening, following directions, sharing, cooperation, communication, organizing time, service and sacrifice; they do not come by them naturally. Respect is the motive and goal for discipline.
The benefits of discipline begin with you, the catechist, modelling respect for God, yourself, the students, and property.
2. It is very important to establish
discipline on the first day of class. You will never have more control in the classroom than you have on the first day. Using your own
style, explain expectations, procedures and consequences for both positive and negative behaviour. Consider working with the other members of the catechetical faculty to develop rules and consequences that all grades may follow. This provides consistency, provides strength in numbers, and saves someone from being labelled as unfair. New catechists can also learn from “veterans” what does and does not work. In High School, students might be involved in drawing up acceptable codes of conduct. This helps them “own” the discipline agreement.
3. Develop few and simple rules for classroom conduct. Use positive expressions of rules or commands, like “please walk,” instead of “don’t run.”
4. Be consistent and fair. Students are devastated by partiality or favouritism on the part of the catechist. Be especially consistent in showing genuine love to all the students, careful not to make a student a scapegoat, and mindful to show love even to the “ugly duckling.”
5. Address problems promptly, and have clear and certain consequences for negative behaviour.
Discuss and explain the rules, but do not argue with students about the discipline policy. Do not make deals or compromise standards.
6. Avoid win/lose situations and “or else” statements. It is fruitless to issue threats that are impossible to carry out. For example, “If you don’t do your homework, you will stay after school every day for the rest of the year.”
7. Be rested. A tired catechist will be short on patience and understanding.
8. Be calm, confident, and poised, even if you have to act the part. Model positive behaviour.
Use praise and affirmative comments whenever possible. Be an adult example of the type of conduct expected from the students, like admitting mistakes and asking forgiveness.
9. Be friendly, but not a playmate. “Familiarity breeds contempt.” The students should be encouraged to address the catechist by a proper title (Miss, Mrs., Sister, Mr., Father, Aunt or Uncle).
10. Have a sense of humour. Sometimes the catechist can be too serious, too intent on covering all the material, too preoccupied with neatness, that it can cause discipline problems. Catechesis is about teaching the Good News that Jesus Christ has come to save us and sanctify us, and the students are, after all, just kids. “A little madness in the spring is wholesome even for the King.”
11. Avoid loud “storming” as much as possible. A loud catechist makes for a loud classroom.
12. Avoid name-calling, ridiculing, shaming, or discussing a student’s faults in front of the class.
Do not make a student apologize in front of the others; rather, correct them in private. This gives the student a chance to avoid a reputation and to improve. NEVER discuss a child’s behaviour with other catechists. If you are having trouble, discuss the problems with the parents and the coordinator.
13. Do not punish the whole group for the misdeeds of one.
14. Reject the misbehaviour of the student, but never the student himself. “Hate the sin, not the sinner.” Direct necessary reprimands or correction to improve poor behaviour, not to diminish the person, nor destroy the positive relationship between catechist and student that is so necessary for learning.
15. Keep problem students busy; oftentimes they are only seeking attention, so give it to them.
By fulfilling the basic human needs for attention, affirmation and affection, a catechist shows the students that they do not have to misbehave in order to have their needs met. Also, know the age characteristics and mental capacities of the class. This helps to distinguish between discipline problems and the normal energy and activity of the student, which are not bad, but can be drawn upon to teach a lesson.