The Editor, Sir:
Amid all the talk, charges and countercharges and other discussions about school discipline, I believe that there should be a multifaceted approach to this so-called monster. First, let us take a 'systems approach' to it. Drawing from my own engineering training, some of the solutions might lie in design itself. I concur with the wise proponents of the need for good sound parenting so that the children are properly 'formatted' even before coming into contact with the school environment.
During the holiday breaks (especially the long hot summers), the school or the Ministry of Education should run parenting courses for the potential and incumbent parents (the PTA?). I recommend that as a society, we should agree to give a 10 per cent (or more) rebate off auxiliary school fees, where applicable, or a "point system of placement" of those children whose parents/guardians attend and are certified by passing out from this parenting course (HEART Trust/NTA, parenting foundations, are you listening?) I don't care about the delivery modality ... pay to privatise it if you wish. It will work! I am optimistic that we will see the positive results within one academic year.
The incentive would then be lost if a child is involved in vandalism or incidents of indiscipline. It could even be implemented from a year in advance of enrolment, or while kids are sitting GSAT so that parents/guardians could 'work' towards the incentive points! The lost time, damaged school equipment, lost tempers, refurbishing materials, supplies and incubating criminality that is the alternative (opportunity cost) of not implementing this system will bear me witness. It is like using the millions spent per capita on prisons to do crime prevention/intervention instead. You will end up with empty prisons eventually!
'Idleness' timetables
Another aspect is the design of certain curriculum delivery systems. For example, creative design of the school timetable; a close look should be taken to design 'idleness' out of the schedule (for teachers and students alike) so that students have 'structure', in that all their time, including any leisure, is supervised. So-called 'free periods' should be used for research/library work or extra-curricular activities, or at least call on industry and business persons to come into the school to give structured talks and or tips on life experiences to young and old alike. Teachers would get a much-needed break from direct lesson delivery, and learn something themselves. Second, all students should be part of at least two extra-curricular activities under the supervision of a teacher or a worthy, recommended and certified community person or organisation (service clubs such as the Kiwanis and Rotary and police youth clubs come to mind).
Lighting
Third, in order to minimise one of the most pervasive causes of confrontation and its attendant altercations between mostly boys and teachers is the proverbial 'put your shirt in your pants' order. Design the shirt and pants combination so that it is worn outside instead of inside the waist of the pants. I note the very neat design of the white shirt worn by boys of the Gideon Education Centre, Buff Bay, Portland. There is no need for the usual confrontation since the design takes care of that!
The other element of design has to do with the total elimination of dark spots at the school, by incorporation of natural light, or a deliberate strategic location of light switches and other electrical equipment for classrooms and other school spaces. The systems should not only be tamper-proof, but should preferably be located 'out of the reach of children' - controlled from a central point under adult management. This system design reduces the incidence of deliberate creation of 'dark spots' in the school by evil intent, vandalism or by 'conveniently' turning off the lights.
Let us try the above, which I must admit is not a panacea, together with other proven mitigation measures and throw in the call for separate but equal treatment of the genders (boys learn differently from girls and they may have a different developmental clock). Of course, these are of no use without the prerequisite sensitisation of all concerned in a seminar/course modality as an intervention (and or by teaching it in teachers colleges) to have 'all hands on deck' in the solution of the discipline problems.
I am, etc.,
Capt JONATHON LAMEY, JP
PO Box 8
Port Antonio
Portland
