Introduction
Values are quite imperative in children’s lives. This is considering the fact that values help children to make proper choices at their tender age and even later when they are adults. Values are aspects that are held with high esteem and things that really matter to concerned parties. (Rubinstein, 2005)
Various people around children usually have the responsibility of instilling values in children. They include parents, older siblings, teachers and the community at large. This paper therefore looks at the values for children and how they can be supported in their development of inner discipline in the classroom. (Dreikurs, 2004)
Values for children
One of the values that are very essential in children is honesty. This is whereby children speak the truth at all times. The twenty first century has been characterised by children as young as two-three years speaking a lot of lies. Honesty is an imperative virtue in children. As children uphold honesty, they also gain the trust of adults around them such as teachers and parents. (Goetz, 1998)
Obedience is also another value that children need to have. Many children all over the world are highly characterised by disobedience to their seniors. This is very common in highly affluent families where children are pampered with all manner of goodies and are given lots of money. Children need to be obedient to their teachers, parents and any elderly person around them. This has to be carried out despite the people’s social income status. (Montessori, 1967)
In addition to obedience, children should have respect for their seniors. They should not be rude towards their parents, teachers and elderly people in general. Respect calls for children acknowledging the authority in people around them. This is a value that is quite essential in children of all ages. (Montessori, 1984)
Children also need to uphold the value of patience even as they interact with other children and with adults. They need to be patient with their parents in times when they are not in a position to provide what they want. They should also be forgiving. This is considering the fact that in their day to day interactions, they may be wronged by other people. (Levin, 1952)
Development of inner discipline in classroom
It is quite essential to develop inner discipline in the classroom. This can be carried out in different ways. One of the ways to develop inner discipline in the classroom is to serve as the best example. Children tend to emulate their teachers on what the teachers do in their presence. In developing inner discipline among students in class one has to practice the discipline while in class together with the students. (Gordon, 1998)
According to Wolf, (1996) students can also be supported in development of inner discipline in class by talking to them on about their indiscipline in class in a caring and loving manner. This needs to be carried out with a lot of confidentiality. The teacher can get to know why a student behaves in an indiscipline manner while in class. (Palmer, 1998)
As the student opens up, the teacher can then correct and instruct the child on how to behave in a disciplined manner while in class. Through constant guiding and counselling, teachers can therefore give relevant support to children in as far as development of inner discipline in class is concerned. (Fields and Debby, 1997)
Another way through which a teacher can support students to develop inner discipline while in class is through rewards. This is by rewarding the most disciplined student or child in the presence of others. Children love gifts. The reward can be in the form of small gifts such as snacks. This will motivate the rest of the children to develop an inner discipline while in class knowing that they will get due rewards. (Curwin and Mendler, 1988)
A teacher can also support children to develop inner discipline in class by giving them relevant books to read. This can include interesting story books, newspapers and magazines that illustrate the correct behaviour that students need to have in class. (Nelsen, 1981)
As they read them they will tend to emulate the character seen therein hence developing discipline in class. Support can also be given by allowing students to visit other schools where there is high discipline in class. In this case, they can be allowed on some occasions to learn together. This will help students to easily emulate the discipline of their peers while in class. (Montessori, 1995)
Conclusion
In conclusion, values are aspects that are usually held with high esteem. Values in children are normally instilled by the people around them. Values for children include obedience. This is where children willingly obey their seniors when they are sent, called etc. Other values include honesty, respect, patience and forgiveness. There are various ways through which support can be given to children so that they can develop inner discipline in class. This is by the teacher serving as the best example to students. Rewards can also be given to the student who is most disciplined. This should be done in the presence of the rest of the students and the reason made very clear to them. Support can also be given to students by simply talking to them about discipline in class in a loving and caring manner. All this will help children to uphold discipline while in class.
Reference
Curwin, R. and Mendler, B. (1988): Discipline with dignity; ASCD
Dreikurs, R. (2004): Children the challenge; New York; Paperback
Fields, V. and Debby (1997): Constructive guidance and discipline. (4th Ed) Prentice Press
Goertz, D. (1998): Children who are not yet peaceful; Free press
Gordon, T. (1998): Parent effectiveness training; CA; Three Rivers Press
Levin, D. (1952): Remote control childhood? New York; Mothering magazine
Montessori, M. (1967): The Montessori Method; New York; Buccaneer Books
Montessori, M. (1984): The secret of childhood; CA Education system publisher
Montessori, M. (1995): The absorbent mind; New York; Buccaneer Books
Nelsen, J. (1981): Positive discipline; New York; Three Rivers Press
Palmer, P. (1998): The courage to teach; New York; Paperback
Rubinstein, G. (2005): Reluctant disciplinarian; New York; Mc GrawHill Press
Wolf, A. (1996): Nurturing the spirit; New York; Paperback