Why Teach Children Self-Discipline (Instead of Obedience)?
Written by Jenny Formon
When it comes to discipline, the teachers in a Montessori class help to guide the children along their journey, with the ultimate goal being self-discipline. When I envision self-discipline, I see the child making independent “good choices” about behavior without prompting from an adult.
When I envision self-discipline, I see the child making independent “good choices” about behavior without prompting from an adult.
There is a difference between being self-disciplined and being obedient. The intent of completing an act varies from a self-disciplined child and one who is obedient. The self-disciplined child will complete an action, regardless of who is watching. He will do the behavior because it is the right thing to do. In contrast, an obedient child may follow directions to please a parent, to avoid a consequence, or to receive a reward. Being obedient is following directions or commands from an adult; or exhibiting “good behaviors” when an adult is present, whereas, having self-discipline is making those choices without the presence or reminders from adults.
So, how do we move the children towards that self-discipline? In the classroom, we talk quite a bit in our circles about why we have the expectations that we do. One of the examples is walking in a building. I ask the children, “Why do we walk in a building…whether we are walking down the hall with the class, entering school with our parents, or being in another building that is not the school?” The answers children give are usually spot on:
“Because we may hurt ourselves if we tripped.”
“Because we may run into someone else and hurt them.”
“Because we may hit something else and make it fall and break, like a something made from glass.”
The discussion can continue with other examples as well: why we sit with control of our body at circle, or any gathering and why we sit to eat any meal. The answers the children give require a bit of thought on their part.
When teachers have these behavioral expectations at school, but the child is not held to the same expectations outside of school...The child is getting mixed messages
Part of the point of this discussion is to highlight the importance of knowing why certain social expectations exist. So I continue with another question…”Do you do those things (walking inside, being under control in circle and sitting to eat) because Ms. Formon says to?” No one had a response to that. Then I remind the children of all of the reasons they previously gave and the fact that no one said “Because Ms Formon said” as a reason. This helps the children reflect and consider: shouldn’t we act appropriately no matter who we are with--a teacher at school, mom and dad, grandma and grandpa, any adult, or even if there were no adults anywhere?
When teachers have these behavioral expectations at school, but the child is not held to the same expectations outside of school, it will take a longer time on his journey towards self-discipline. The child is getting mixed messages that “I have to do this with Ms. Formon, but I don’t have to do it any other time.” That’s when obedience comes into the picture. Your child may be obedient because he can follow our directions at school, but is he translating those actions into home because you have the same beliefs? Do you see the subtle difference between being obedient and being self-disciplined?
At home, you can join on this journey of self-discipline...
At home, you can join on this journey of self-discipline by having and following through on appropriate social behaviors. In conjunction with those expectations, remember the importance of talking about the why behind them. If you are not doing that yet, please consider starting so your child understands why you are giving a direction, rather than just blindly following it (again the difference between obedience and self-discipline.) For example, to your child you would say:
“I will hold your hand in the parking lot, so that I can help keep you safe. Cars may not be able see you.”
“Please use a quiet voice inside this building, there are other people working.”
At a restaurant, “You may sit in your chair, so that other people can also enjoy their dinner around us.”
We hold our children to social expectations that exist not just in school but in all areas of life. After all, isn’t life what we are preparing them for?
Jenny Formon has been working at Charlotte Montessori since 1995. She enjoys being in the classroom as well as sharing the Montessori philosophy with others. Jenny writes with her fellow teachers for her school’s blog at: http://www.charlottemontessori.com.
