Positive discipline training for teachers 

SUMMARY

Existing Knowledge:

• Positive discipline and inclusive education are increasingly recognized as effective approaches in improving student behavior and fostering an inclusive learning environment.

• Teachers in remote areas face unique challenges in implementing these methods due to limited resources and training opportunities.

New Insights from this Study:

• The study highlights that prospective teachers in remote Indonesian regions benefit significantly from training in positive discipline and inclusive education.

• Participants reported increased confidence and a better understanding of managing classroom behaviors and promoting inclusivity, despite the challenging conditions in their regions.

Putting Research into Practice:

• Regular training on positive discipline and inclusive education is crucial for teachers, especially in remote areas, to enhance their classroom management skills and support diverse learners.

• Educational policymakers should focus on providing more resources and continuous professional development for teachers to sustain moral and character education in these regions.

The Journey of Ms. Arni: Bringing Positive Discipline to Remote Indonesian Schools

In a remote village in Indonesia, Ms. Arni, a newly trained elementary school teacher, stood at the entrance of her small classroom. Her school was nestled in the lush hills of West Sumatra, far from the bustling cities. Although she was eager to start teaching, she knew her biggest challenge would be implementing what she had learned from her recent training in positive discipline and inclusive education.

Ms. Arni’s training had been extensive. She had learned about fostering an inclusive environment where all students, regardless of their backgrounds or abilities, felt welcomed and supported. She also delved into positive discipline strategies, which focused on guiding rather than punishing, helping students learn self-regulation and respect.

As she began her first week, Ms. Arni noticed several challenges. Many students had different learning needs and came from varying backgrounds. Traditional discipline methods had been common in the past, often involving harsh reprimands. This was her chance to apply her training, but she had to convince her colleagues and the community to embrace these new ideas.

One morning, during a lesson on local traditions, young Dito, who often struggled with attention, began to disrupt the class. Instead of resorting to the traditional approach of sending him to the corner, Ms. Arni used a technique she had learned: she gently redirected Dito’s attention by involving him in a small group activity where he could contribute his knowledge about local folklore. She praised his contributions and encouraged him to share with the class.

The change in Dito was remarkable. Not only did he become more engaged, but his behavior improved significantly. This success story began to spread through the village, and soon, other teachers started to notice the benefits of Ms. Arni’s methods.

To further support her efforts, Ms. Arni organized a workshop for her fellow teachers. She shared practical strategies for maintaining positive discipline and creating an inclusive classroom environment. The workshop also highlighted the importance of moral and character education, emphasizing respect, empathy, and cooperation.

Gradually, the school community began to embrace these new practices. The classroom atmosphere transformed into one of mutual respect and understanding. Students felt more valued and included, which led to improved behavior and academic performance. The villagers, who had been skeptical at first, saw the positive changes in their children and began to support the new approach wholeheartedly.

By the end of the year, Ms. Arni’s school had become a model of positive discipline and inclusive education in the region. The lessons learned from her training had not only helped her manage her classroom effectively but also brought about a cultural shift in how education was approached in her remote village.

Ms. Arni’s experience showed that with the right training and community support, even the most remote schools could implement progressive educational practices. Her journey highlighted the importance of positive discipline and inclusivity in shaping the moral and character development of young students, proving that effective education knows no boundaries.

Reference:

Article Title: Experience of prospective elementary school teachers in remote regions of Indonesia in positive discipline training and inclusive education: implications for moral and character education

Authors: Afroh Nailil Hikmah, Zhuldiz Anay, Wuri Wuryandani,  Ali Mustadi, Supartinah

Journal: SDU Bulletin: Pedagogy and Teaching Methods.Year: 2024

Key Terms: Positive Discipline; Inclusive Education; Moral education; value education