Monday, 9 October 2017

Raising children positively

Melissa and Leigh
When I was young and gave my parents a hard time, I was given a hiding. Most adults my age remember getting hit at school too. Disciplining children today is very different, and particularly at our school. Parents have asked me how best to support the school’s positive discipline strategies, and so here are a few of my thoughts after doing some reading on the matter:



Focus on the value you want to teach, not the behaviour that is worrying you. Only make family rules that are based on the values you want to teach. If your child lies to you about not having homework, don’t focus on the homework that hasn’t been done, but rather on the value of being honest.

The better your relationship with your child, the easier it will be to discipline. When a child does something wrong, focus on the behaviour, but make sure that they know you will always love them, regardless of the behaviour. Children who are anxious will immediately think that you will stop loving them and that aren’t good enough.

Acknowledge when you make mistakes so that children know it is normal to make mistakes. Children must see adults getting things wrong so that they don’t feel the need to be perfect.

Separate a child’s emotions from their behaviour. Tell them you understand that they might be angry or frustrated, but that throwing things at people is not the way to deal with the feeling. If they are very overwhelmed, acknowledge their feelings at that point and deal with the issue later when they are calmer. At times of high emotion, no-one can think clearly.

Don’t do emotional blackmail, threaten or lecture. Make sure that you tell the truth, and you are able to carry out the ‘threat’.

Wendy and Kieran
Routines create safety. Children love routines as boundaries make them feel safe. When things are unpredictable, children want home to be as predictable and safe as possible. Be predictable yourself too – children want the adults in their lives to act predictably. Ensure that the adults who live in your home react in the same manner to all ‘rules’. Children are very clever at manipulating situations if they perceive that the adults in the home think differently.

Give children choices whenever possible. If two things are given as options children still feel as if they have some ‘power’ over their responses. Giving warnings of time also work like this – when you want your children to tidy up, warn them 5 minutes before so that they have some measure of accountability over how the action is carried out.

React appropriately and don’t over react to small things. Save your energy for the important ‘fights’ and let the others go.

Don’t over or under estimate your children. Over estimating children can make them feel like a failure and add to their stress, and underestimating children kills their confidence.

And finally, remember that humans aren’t perfect. Life wouldn’t be worth ‘doing’ if we were perfect when we were born. Mistakes help us learn and grow, and a gentle ‘leader’ helps us still believe in ourselves when we make mistakes. Be gentle on your children and on yourself, and if you are overwhelmed by the ‘disciplining’ job, ask for help – there is plenty around. Contact learningsupport@pnps.co.za for the details of some courses you could attend.   



Thursday, 5 October 2017

Good Principal Wanted

Having been the principal of Pinelands North for more than twenty years this year, and realizing that I only have about seven years to retirement, has made me reflect on my appointment and on the teaching fraternity’s view of principalship as a whole.
Few teachers aspire to be principals in the current education climate in South Africa. The wide area of responsibility, little support from education officials and the low salaries compared with other positions in education means that most people who have reached deputy principal level would prefer to stay in that position rather than move up.
They say that a principal’s job is a lonely one. It certainly is as principals often fall into the middle ground between the pupils and the teachers, the parents and education officials, and between the education department and the school community.
The requirements of the job at a school like ours currently means that the principal needs to still be a teacher, but must also be a counsellor of children and adults, a finance and debt collecting whizzkid, a negotiator, a maintenance advisor and project manager, and a human resource manager. Most of those skills are not taught! Certainly not taught while the future principal is a deputy principal and ‘principal in waiting’!
I have also been reflecting on the confidence the Governing Body of this school put in me when they appointed me! I was a woman and very few women had been principals of co-ed schools in 1997, and Pinelands North had had four men over the forty something years up until then. I was also only thirty-seven years of age, had only officially been a deputy for eighteen months, and I wore short skirts and had spiky hair!  
Principals who will lead schools into the future will need even more skill than I currently need. They will lead the school to a destination that is currently not known, using skills that are currently not available and they will still need to walk into the future, bravely and confidently!
Apparently in Finland currently, those people who become principals are usually History or Maths teachers, or they teach Physical Education! In his book “Top Class” Ari Pokka suggests reasons for this: organizing timetables requires logical mathematical thinking, managing, analyzing and interpreting is an historical skill, and organizing large groups of people is often done by physical education teachers!
So, while I am still fit and agile (and not yet 65), we should grow our own ‘timber’- we have seven years to recruit an amazing human being who can lead this wonderful school towards it’s hundredth birthday!