From the Desk of Mr Gareth Kolkenbeck-Ruh - Senior Deputy Headmaster: Preparatory School        

Discipline and Love

By Professor Jonathan

“In our recent studies of Schools that work, we found that disadvantaged schools that achieve consistently high results are marked by a strong sense of love.

By love I do not mean some soppy, sentimental, "hug-the-kids" culture - it is a deep sense of care and compassion for the children. Poor schools where pupils achieve high scores in their subjects are not narrowly focused on results - they are also acutely concerned with the humanity of their children.

What we found interesting, though, was the symbiosis that exists between love and discipline.

The discipline is tough.

All children are required to wear uniforms; and wear them properly. There are no boys who have long hair, or hanging trousers. There is zero tolerance for late-coming. Gates are closed and opened on time, with no concessions made for latecomers. Lines form to and from classes and pupils enter either a big hall or little classroom in well-ordered streams of bodies.

In this strict disciplinary regime, the roles between teachers and pupils are clearly defined. In the words of one principal: "I do not respect them; they must respect me first, then I respect them."

Tough? Look at the schools' results and, more importantly, look at how the children understand that discipline.

Once discipline is internalised, the schools tend to be less obvious about the controls they would otherwise apply.

At first glance, the disciplinary measures appear harsh and unyielding - until the pupils express themselves on discipline.

In most cases, the model of discipline is expressed in one or other form as "tough love". They understand that the principal, or teacher, cares for them. Children who transfer from unruly schools initially find the adjustment tough. Once they see the intensity of teaching and the sacrifices made by the school leadership, however, they become transformed. They see that discipline rests on a foundation of love and commitment to pupils.

The model of care is without bias. The pupils receive equal attention. In Schools that work, teachers and principals not only know every child, they also know their families and siblings who passed through the schools in earlier years. Also, the care extends beyond the classroom, with staff demonstrating an active interest in how pupils fare in their sport and extra-curricular activities. That all-embracing love is the framework within which the discipline applied is understood. The teachers' sacrifices - arriving at school early and leaving late - translate into a positive response from pupils when difficulties arise with discipline.

Our research shows that love not only enables discipline, it is also a powerful form of discipline.”

I believe that we need to raise our standards of discipline and accountability for discipline in our school. Discipline is not only the responsibility of parents, nor is it only the job of educators. It is a team effort and if done with love (as Prof. Jansen mentioned) it can have hugely positive effects.

Let’s not drop the bar in terms of what we demand of our boys. Don’t associate discipline with only the negatives of corporal punishment, that so many of us remember. Discipline is vital and a way we can distinguish ourselves as a school. Let’s teach our boys to be disciplined, let’s demand the most of them and let’s do it using love; as our founder states “To teach children, we must love them and love them all equally.”

Let’s enforce our rules, not constantly challenge and question them. Let’s not get angry or upset with staff for enforcing the rules, let’s rather assist by making sure we take responsibility for our own child. Let’s make sure the boys are dressed correctly, take pride in their uniform and the badge they represent, have their hair cut according to the Code of Conduct and are taught to greet and doff their cap to each and every adult they pass, because after all, as the cliché states “manners maketh the man.”