Discipline is a term frequently used when referring to behaviour, or more frequently the misbehaviour of young people and I think when in schools it's important to differentiate the views of what is really means
Does your school or family have the approach that says discipline is:
A process of giving your children the tools to succeed in life and doing whatever you have to do to like working with your children. It's a lifelong pathway to managing frustration, failure, disappointment as well as developing the skills of resourcefulness, self-reliance and inner reflection. Discipline is based on building the right relationship with a child more than using the right techniques and helping your child develop inner controls that last a lifetime building self-esteem and self-worth - a done-through process
or is it the more familiar approach that most organisations working with young people have;
A process of systematic instruction given to young people to train them as students in a craft or trade, or to follow a particular code of conduct or "order". Often, the phrase "to discipline" carries a negative connotation. This is because enforcement of order – that is, ensuring instructions are carried out – is often regulated through punishment - a done-to process
SBM has at its core the belief that most children do not benefit from a punitive, dominant and assertive Behaviour Management programme, even if for most of the children, this is what seems to work. They comply because they do and can. Questions begin to be asked of the compliance system when we add in the SEBS (Social and Emotional Behavioural students) - these really test the capability of the compliance model. SBM is also not a quick fix, sticking plaster approach, rather it can be seen as an integral part of the individual's personal education, something that should not be time constrained, unless we intend to inflict stress in order to gain compliance.
SBM approaches behaviour issues as an opportunity to build and coach the individual's skills in the same way we would if the child were having difficulties with a numeracy concept or having problems with reading. We don't use a punitive and compliant approach here, so why is behaviour management any different?
SBM is much more a 'done through' rather than a 'done to' programme and through the on-demand coaching model, many more children can learn to articulate their feelings, negotiate with peers and adults and embrace learning in a positive, more confident way.
SBM is the emotionally intelligent way to work with young people; how can we ever expect to develop emotional intelligence in young people if we do not display it ourselves in our daily interactions?