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Cedar Rapids Gazette (Newspaper) - October 20, 1974, Cedar Rapids, Iowa >»!r;> 4A The Cedar Rapids Gazette: Sun , Ort. 26. H74 *.$f **« > Mim'ld.lomj, hue & Sullivan Realtor* Do someone a favor Recommend Hank Ware I hr {hurl Hr a I tors thai h ors hoi!) Is la lh ins: thouI •nonal touch Trinity School Takes a Bv .lady Daahenmier A philosophy of discipline that tries to educate students, not punish them, is bein*: followed by one Cedar Rapids school Trinity Lutheran school, 1365 First avenue SU . officials espouse a theory of disc ipline that emphasizes a student's responsibilities and logical consequences of choosing not to live up to those responsibilities Rill Diockhoff. school principal, said the school takes a middle road between the traditional idea of disc ip line and the permissiveness rn vogue in some schools “There seems to He a dilemma in schools today as to what approach to take to discipline. On one hand, there is (he traditional approach, authoritarian or autocratic. It was fine in its time, hut it is not working today. “In our democratic society, children are rebelling against that approach They do not see a need for the values taught in that approach. Today's youth are more conerned about caring for people, and other values.*' according to Dieckhoff The opposite approach is permissiveness.    which Dieckhoff said is turning into anarchy in schools where it has been tried. “Children are not learning to discipline themselves, and they are not able to learn in a completely permissive environment. Democratic Approach “We try to take the demo-cratic approach, which recognizes there are still some factors of the authoritarian approach that are worthwhile." he said. Dieckhoff said the school staff decided about two years ago to work together on discipline. rather than have eat h teacher doing things her own way. The staff started with several basic assumptions about children “We believe children are basically good. and it s our job to encourage the child, not to tear him down. Children are able to make decisions with some help and guidance from the teacher. “They ran accept responsibility. and they need opportunities to do that." said Dieck-hofl. “Finally, Is the idea of treating children as equals. with equal respect. A second grader should receive as much respect as an adult. Simply because he is a child does not mean we ran put him down or use him." Kosher Elevator TEL AVIV (AP)—One of the more unusual products available in Israel is an elevator which an Orthodox Jew can ride on the Sabbath It runs continuously and stops at every floor, so the passenger does not have to push any buttons. All work is forbidden to Orthodox Jews on the Sabbath, and even pushing a button is considered work Democratic Approach to Discipline consequences, then it becomes it s everyone's responsibility ued to cause trouble, the him is immediate, but the concerned and want to work and staff need to work lo-nnnishmrnf Thi> students because un :im n;irt of .1    ....r.,    ti. behavior has not really been with the school The parents gether    _ Judy Daubenmier * Under completely permissive approaches to discipline. Dieckhoff said. “children have been getting more freedom without the sense of responsibility. To teach them how to be responsible isn't easy. There still needs to be firmness on the part of the teacher in helping the child be responsible for his actions “ If a student misbehaves in class, the teacher looks at herself first and tries to determine if something she did. the way she presented the lesson, may have caused the misbehavior Sensitive Dieckhoff said teachers attempt to be sensitive to each child, to determine whether a temporary reason, such as a death in the family, could be causing the misbehavior. If a child acts up day rn and day out, the teacher tries to categorize the problem He may be trying to get attention, be engaging in a power struggle with the teacher or someone else, or be attempting to take revenge A student who sits endlessly staring out the window , entirely withdrawn from classroom activities, may have a feeling of complete inadequacy, said Dieckhoff The students and teacher spend time at the beginning of the year discussing what types of problems might arise during the year and what types of behavior can be expected in the classroom. Consequences of acting otherwise are also agreed upon by the students and teacher. Weekly discussion perils are held during which they talk about any problems which came up during the week and how they were handled “We do not feel that punishment has a place in our philosophy of discipline. We prefer to use 'natural or log! cal consequences'." Dieckhoff said. “The child is made aware of the consequences of not behaving. If he determines he is not going to do something, he knows the logical consequences which follow “ "Punishment" involves the teacher emotionally in the situation and does not produce long-range change, he said Some may believe the distinction between punishment and logical consequences is only a semantical one. but Dieckhoff believes the difference is real "The consequences are known ahead of time. The students are able to make a choice between doing what is expected of them or taking the consequences "If they didn t know the consequences, then it becomes punishment The students make the decision and simply have to live with the consequences That's how they learn to make the right decisions.” Temporarv “Punishment will temporarily stop misbehavior, but we're working at changing the motivations behind the behavior The child is the univ one who can change his actions “ A central part of the philosophy is the importance of responsibility to the community, that what one student does affects the others “If one student misbehaves. it s everyone’s responsibility because we are part of a community. We encourage students who see another person misbehaving to approach the person and tell him how thev feel about his behavior," said Dieckhoff lh* acknowledged that that is the hardest part of the philosophy for the youngsters to accept Dieckhoff outlined an inst-ant e with youngsters not obeying lunchroom rules. After they were warned and contin ued to cause trouble, tin students were forbidden to eat iii the lunchroom, and assigned another room to eat in They were given the responsibility of making sure the room was cleaned after they were finished eating, lunch trays returned to the lunchroom, and other duties. After about a week. the students were discovering the arrangement was inc one en ient. Dieckhoff said. and that there were reasons for the rules in the lunch room. “This method does take a tremendous amount of time." said Dieckhoff. “To punish a child and force vour will on him is immediate, but the behavior has not really been changed " Dieckhoff said parents generally like th(' philosophy, but some notice that classrooms are noisier compared to classrooms of several years ago need to work to- ‘(lOod Noise "The children are involved in their learning, and it s a good noise ll the noise becomes disturbing to someone else, then ifs ton noisy," he said Parental support is also important to the discipline approach, he said "We have parents who are Cliff Egger and Ed Horn . . . ARMSTRONG MEN'S CLOTHING PROFESSIONALS What will it be this year—^^nevv diamonds or a new car? Both are bought with discretionary dollars (neither are needed to keep body and soul together!) but there the similarity ends. 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