Motivation is the all important aspect of learning and those who propagate a child-centric approach have sometimes been criticised as seeing the child through rose coloured spectacles. Now as teacher when you are pursuing the TEFL course to enrich your existing knowledge, you must refer how discipline can be attained to preach the class.
Considering the theoretical learning –
Forebel believes in the goodness of the child. Whereas as per Friedlander who hailed back from the 1965, it refers scathingly to the literature which implies that children have a powerful craving for learning. And that the teacher’s function is simply “to get the pupils started in the right direction, and then finally make them to stand”. The teachers make them stand aside so as to avoid being trampled in the stampede to acquire knowledge. The fact that a child is being ridicules is something crucial – that the teacher is made to believe that when children do not conform to this fact it is the teacher’s fault.
An idea that changed the way discipline is –
Mr. Friedlander may well laugh at the exaggerated optimism of the naïve teacher, but John Holt, another relevant scholar made it clear that the failure of the child is also the failure of the teacher. Accordingly, many would agree that as a professional, the teacher is trained to recognise the problems and difficulties that a pupil may have and should have a reasonable chance to provide the expertise required to steer the right pupil in the right direction.
Now this will of course be the inevitable occasions when the planning may not work but that is not a reason to abandon the child-centred doctrines altogether. Motivation and discipline are very much related for true discipline is self-discipline. The teachers and pupil perspective in this respect need to be understood especially while undergoing training for teachers in India.
The relationship between motivation and discipline –
Motivation and discipline are very much related, for true discipline is self-discipline – the eventual goal of the teacher and the pupil. However, this self-discipline is the product of a person’s education, not a condition one assumes at the outset. It grows out of a disciplined relationship between pupil and the teacher, but it is not only a personal relationship, for self-discipline replacing the teacher eventually.
In some schools, where discipline depends on the fear of children who feel for a particular authority or figure, remove the figure and there is no sign of the so-called discipline. In short, that is not the sort of discipline that education seeks to develop.
Maintaining discipline in a class of primary school children is a question of teaching styles, classroom atmosphere and teacher-pupil strategy. The teacher must have dear ideas of what she expects, and why, and then work out the strategy that will achieve this response. To interact successfully with pupils requires a deep interest in and knowledge of each child with special attention to those who appear to have problems.
Interestingly, most of the lesson plans which are creatively framed as part of the TEFL Course teacher training program. Each teacher will work out their individual or personal attention to plan the lesson and will need to adjust each year based on the learner’s differences in learning them.