DISCIPLINE FOR YOUNG

ADULT EDUCATIONAL
PURPOSE
Discipline in an academic environment

summary
Discipline has many definitions and
interpretations among them are: “a) control
that is gained by requiring that rules or orders
be obeyed and punishing bad behavior, b: a
way of behaving that shows a willingness to
obey rules or orders, c : behavior that is
judged by how well it follows a set of rules or
orders or as a punishment for bad behavior
“ (Merriam-Webster, 2016). However, for
educational purpose it is defined here as to
obey and respect rules for the wellbeing of
ourselves, environment and society guided by
life skills empowerment.

Roxana de Trigueros
Roxana.villeda@ues.edu.sv
University of El Salvador
Western Multidisciplinary Campus
English Language Department
 DISCIPLINE FOR YOUNG ADULT EDUCATIONAL PURPOSE
By: Roxana de Trigueros
Universidad de El Salvador
Facultad Multidisciplinaria de Occidente
Departamento de Idiomas
January 4, 2018

To know what behavior you expect your students to follow and show in class, you as
a teacher need to know what discipline is and know how to manage and empower life skills.
School, discipline is not just a matter that students must follow. It is an agreement among
students, teachers and authorities involved. Students and teachers must learn and empower
themselves with life skills to leave in a harmonious environment in class and overcome
obstacles that may show up. So them what are life skills and what is discipline at school or
in class?
Discipline has many definitions and interpretations among them are: “a) control that
is gained by requiring that rules or orders be obeyed and punishing bad behavior, b: a way of
behaving that shows a willingness to obey rules or orders, c: behavior that is judged by how
well it follows a set of rules or orders or as a punishment for bad behavior “ (Merriam-
Webster, 2016). However, for educational purpose it is defined here as to obey and respect
rules for the wellbeing of ourselves, environment and society guided by life skills
empowerment.
Life skills are those abilities which enables a person to face demands and challenges
of everyday life effectively (Hassan, 4). According to UNICEF Life Skills is “a behavior
change or behavior development approach designed to address a balance of three areas:
knowledge, attitude and skills” (Hassan, 4). Moreover, life skills covers 10 important areas
as self-awareness, effective communication, critical thinking, decision making, coping with
emotion, empathy, interpersonal relationship, creative thinking, problem solving, and coping
with stress (Hassan, 4).
Other educators (NREPP, nd) believe in seven skills of discipline that students need
to transform everyday discipline issues into teaching moments. These skills are included in
life skills and can be taught. These skills are the social-emotional skill and the
communication skill. However, let’s remember that teachers and students can and must learn
and empower themselves with skills to resolve conflict, prevent bullying and develop pro-

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social behaviors. Among the seven skills are composure, encouragement, assertiveness,
choices, empathy, positive intent and consequences (NREPP, nd).
As teachers you must keep in mind that to develop life skills or the seven skills of
discipline you must first empower yourselves with those skills and abilities to live
harmoniously and to solve conflicts in society. In this case we will center our effort in an
academic environment. Then, as you empower yourself in life skills you can continue
teaching students to do the same respecting differences. Remember that each person is a
universe and that we are a combination of different realities.
How then can a teacher keep inside the box those different universes and realities?
What´s the key for a successful discipline in class? Do teachers really need to make a change
in their behavior to make students fit the norms in class? Is discipline just a matter that
students must follow? All these questions have an answer when we practice and empower
life skills in an academic environment and when we put in to practice the seven kills of
discipline since to know how to manage different workloads and meet deadlines is also
essential to develop ourselves in different contexts.
Whatever subject you are teaching or whatever academic level the students are in,
your methodology or approach may be combined with life skills teaching/learning “to
develop not only knowledge but also the psycho-social life skills they may need to use
knowledge to inform and carry out behavior” (UNICEF, 2003).
There is no exact key for a successful discipline in class. As a teacher you deal with
different personalities including yours. So, you adjust your behavior to match students’
differences and students do the same. To maintain a harmonious environment you set norms
to follow. These norms must be agreed in class. You also establish the consequences
students or aggressors of norms will face if rules are violated on purpose. Remember,
consequences and not punishment. These consequences are followed by a time to reflect in
the out coming behavior and go alone the institution policies.
Each person is important in class and it is important to know them as much as possible.
However, at university level sometimes it´s hard to establish a social relationship among
students. Teachers mainly care more for class academic development then for students’
social background and development. Each social background is important to understand even
better students’ behavior and the way they will act and obey norms.

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 Never the less, a group of students can work properly not even knowing about their
personal matters. And mainly this is the way teachers work at superior academic levels.
This is not an obstacle to teach and learn about life skills. As soon as you begin setting norms
with your students you are applying and working with: Decision making, problem solving,
creative thinking, critical thinking, effective communication, interpersonal relationship skills.
self-awareness, empathy, and coping with emotions; since, this process makes the students
participate in setting norms and consequences of future violations of them, they are looking
for reasonable answers and behavior for their own sake.
Skills are integrated. One has a close relationship with the others. Treat students as
critic and very creative persons. And since it is human to make mistakes, keep calm in
difficult situations. “Don't raise your voice, improve your argument"(Tutu, 2009). This calms
aggressors and they imitate teacher’s voice. Keep a record of any unusual event that might
happen in class. Act according to the establish norms and school rules. Norms and conditions
must be presented, explained and agreed the first day of class.
Show the students to keep o record of their behavior. This helps them to reflect in
their daily life. You might want them to keep a diary. A diary is personal so it is for their
own business. Here you are applying self-awareness and critical and creative thinking among
others. Ask students to write what could have happened if they would have acted differently.
Also remind them of the importance of respecting others personal lives and differences. Fight
in favor of inclusion. We are all human and have the right to be treated equal in everyday
situation.
Include time in your subject teaching to teach students to control their emotions. Talk
about the unhealthy ways of coping with stress as “smoking, using pills or drugs to relax,
drinking too much, withdrawing from friends, family, and activities, bingeing on junk or
comfort food, procrastinating, zoning out for hours looking at your phone, filling up every
minute of the day to avoid facing problems, sleeping too much, taking out your stress on
others” (Robinson, Smith, & Segal, 2017).
There are many techniques on line that you can use to control stress and there for
emotions. Stress and emotion control is part of our daily life. Since “stress is anything that
causes physical and/or mental wear and tear on the body and mind” (Fetro, 2000). It is not
just a matter that young adults face. As persons you have to deal with it daily.

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 Each person responds to stress differently “unresolved stress can lead to feelings of
anxiety, depression, irritability, poor concentration, aggression, physical illness, fatigue,
sleep disturbance and poor coping skills such as tobacco, drug and/or alcohol use. Therefore,
young people, like adults, can benefit from learning and practicing stress management skills.
Students who develop stress reduction skills learn how to feel and cope better without hurting
themselves or others” (Glenview Elementary School, 2014).
There are several relaxation techniques that you might find useful in class to deal
with show students how to manage stress as deep breathing exercise (belly breathing),
progressive relaxation (deep muscle relaxation), simple meditation, visual imagery, peer
sharing (co-listening), animal charades (physical activity), silent ball (physical activity),
movement to music freeze dance (physical activity), paper mosaics (art activity) (Glenview
Elementary School, 2014).
To practice these relaxation techniques it is not a waste of time in your subject
development. It is gaining life skills that will help students face the reality objectively and
to behave according to the established norms in class gaining knowledge at the same time.
Recognize that learning is not just a matter of a subject, it is a matter of empowering ourselves
with the enough knowledge and life skills to behave successfully in any environment
academic or empiric.
It is important to point out that “We cannot avoid conflicts and problems, and
therefore, negative emotions. What we can do is shorten the amount of time we experience
negative emotions and reduce their harmful effects on us” (Cai Cai (MPP, Harvard), nd) and
on our students.
According to Gardener (Gardener, 1993) creativity is “the ability to solve problems
and fashion new products and to raise new questions”. That is why you may use students’
creativity to involve them to generate new, varied and unique norms, consequences or ideas
(Forrester, 2008) to live in a harmonious environment in class. According to Fisher (2002)
(creativity “aids to human knowledge; even if the value of the new ideas is not recognized at the
time”. Listen to students ‘behavior. Do not judge them before time.
On the other hand, critical thinking regulates your own judgment in decisions about
what to believe or what do (Forrester, 2008) . This involves “deductive and inductive
reasoning, problem-solving” (Forrester, 2008). That is students and teachers should be able

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to analyze and evaluate various ideas or opinions. This enables students and teachers “to
explain assumptions and reasons and to identify salient arguments “(Facione, N.C. & Facione,
P.A. , 1994).
Critical thinking supports as well as follows creative thinking because once the focus
has been widened by creative thinking, then critical thinking serves to evaluate ideas,
which can be accomplished by narrowing the focus again to catalogue ideas and
identify the most reasonable ones, or those most likely to succeed (Ruggiero, 1999).
Encouraging students to think critically involves, among other things, helping them
to distinguish opinions from facts, to evaluate evidence, and to avoid shallow and
illogical thinking. This approach is very important in helping to avoid (by recognizing)
manipulation, which in turn can allow intellectual independence and creativity to
flourish (Browne & Keely, 1993; Mayfield, 1997; Paul, 1995). (Forrester, 2008).

All of the skill are very important, but effective communication plays an
extraordinary roll in students discipline and behavior. Written and oral communication skills
are of great importance to achieve certain goals successfully. This ability assures your
success among your colleagues and duty to be done. Effective communication helps your
message to travel to receptors smoothly and effectively. Show students how to communicate
themselves orally and written to have the power to make people listen to what they have to
say before being criticized.
Interpersonal relationship skill deals with “social affiliations, connections or
associations between two or more people, imply the establishment or discovery of common
ground and are usually centered on something that people have in common” (Buffy Kelly
MT(ASCP), nd). Interpersonal skills relate very deeply with communication skills since
interpersonal skills are effective communication among others or a group of persons.
Interpersonal interaction is also related with self-awareness, other-awareness, empathy,
effective communication, effective listening, the ability to question, effective oral
communication, assertiveness, non-verbal communication and medium communication
(Shepherd , Braham , & Elston, 2010).

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 As stated previously, if a student violets a norm in class, the proper procedure is not
punishment, but reflection. That is, the student and teacher must go over the event because
feedback on the behavior helps you and the student manage and empower skills to improve
your judgment (Raj Soin Colledgeof Business Write State University, nd.). As (Raj Soin
Colledgeof Business Write State University ( nd.) states “Human beings are complex and
diverse. To become more self-aware, we should develop an understanding of ourselves in
many areas. Key areas for self-awareness include our personality traits, personal values,
habits, emotions, and the psychological needs that drive our behaviors” Also, identity gaps
are managed through self-awareness and so makes you a successful intuitive decision maker,
aids you manage your stress and self-motivation.
A learning environment is a social space where persons interact. Therefore, you need
to set norms and to teach others the importance of their creation, existence and respect as
well as the consequences they might face if they violate them. For you to have a better idea
of life skills and the 7 skills of discipline go over the chart below, LIFE SKILLS VERS.
DISCIPLINE SKILLS, that provides concepts of each skill and a comparison of both
disciplines.

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 LIFE SKILLS VERS. DISCIPLINE SKILLS

LIFE SKILLS 7 DISCIPLINE SKILLS

Conscious Life/Communication Skill Value
Skill
Decision Helps us to deal constructively with Choices Impulse control goal Persistence
making decisions about our lives. This can have achievement
consequences for health if young people
actively make decisions about their
actions in relation to health by assessing
the different options, and what effects
different decisions may have.
Problem Enables us to deal constructively with Positive Intent Cooperation, problem-solving Compassion,
solving problems in our lives. Significant generosity
problems that are left unresolved can
cause mental stress and give rise to
accompanying physical strain.
Creative Contributes to both decision making and Consequences Learning from your mistakes Responsibility
thinking problem solving by enabling us to
explore the available alternatives and
various consequences of our actions or
non-action. It helps us to look beyond
our direct experience, and even if no
problem is identified, or no decision is
to be made, creative thinking can help us
to respond adaptively and with
flexibility to the situations of our daily
lives.

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 LIFE SKILLS 7 DISCIPLINE SKILLS
Conscious Life/Communication Skill Value
Skill
Critical Is an ability to analyse information and
thinking experiences in an objective manner.
Critical thinking can contribute to health
by helping us to recognize and assess
factors that influence attitudes and
behavior, such as values, peer pressure,
and the media.
Effective Means that we are able to express
communication ourselves, both verbal and non-verbally,
in ways that are appropriate to our
cultures and situations. This means
being able to ask for advice and help in
a time of need.
Interpersonal Help us to relate in positive ways with Assertiveness Bully Prevention, healthy Respect for self and
relationship the people we interact with. This may boundaries others
skills mean being able to make and keep
friendly relationships, which can be of
great importance to our mental and
social well-being. It may mean keeping
good relations with family members,
which are an important source of social
support. It may also mean being able to
end relationships constructively.
Self-awareness Includes our recognition of ourselves, of Encouragemen Pro-social skills: kindness, caring Interdependence,
our character, of our strengths and t helpfulness optimism, gratitude
weaknesses, desires and dislikes.

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 LIFE SKILLS 7 DISCIPLINE SKILLS
Conscious Life/Communication Skill Value
Skill
Developing self-awareness can help us
to recognize when we are stressed or
feel under pressure. It is also often a
prerequisite for effective
communication and interpersonal
relations, as well as for developing
empathy for others.
Empathy It is the ability to imagine what life is Encouragemen Pro-social skills: kindness, caring Interdependence,
like for another person, even in a t helpfulness optimism, gratitude
situation that we may not be familiar
with. Empathy can help us to
understand and accept others who may
be very different from ourselves, which Emotional regulation, Honoring, diversity.
can improve social interactions, for Empathy perspective-taking honesty
example, in situations of ethnic or
cultural diversity. Empathy can also
help to encourage nurturing behavior
towards people in need of care and
assistance, or tolerance, as is the case
with AIDS sufferers, or people with
mental disorders, who may be
stigmatize by the very people they
depend upon for support.
Coping with It involves recognizing emotions in Composure Anger management, delay of Integrity
emotions ourselves an aware of how emotions gratification
influence behavior, and being able to
respond appropriately. Intense

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 LIFE SKILLS 7 DISCIPLINE SKILLS
Conscious Life/Communication Skill Value
Skill
emotions, like anger or sorrow can have
negative effects if we do not react
appropriately.
Coping with It is about recognizing the sources of
stress stress in our lives, recognizing how this
affects us, and acting in ways that help
to control our levels of stress. This may
mean that we take action to reduce the
sources of stress, for example, by
making changes to our physical
environment or lifestyle. Or it may
mean learning how to relax, so that
tensions created by unavoidable stress
do not give rise to health problems.
Source: Adapted from: (Concious Discipline, 2018) & (Program on Mental Heath Organization Geneva, 1997)

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