Discipline is not punishment.

Alexandra Mathis, an upper elementary educator enrolled in our Foundations 1 training, posted a response to reading chapters about base chakra in Ellen Tadd’s books, A Framework for Wise Education and The Wisdom of the Chakras. In the Framework approach, the base chakra correlates with the Framework category of “Discipline.” This category includes habits and skills that support the development of mind, body, inner well-being, attention to details, and order.

“Watch your thoughts, they become your words; watch your words, they become your actions; watch your actions, they become your habits; watch your habits, they become your character; watch your character, it becomes your destiny.”   –Lao-Tze

         This week’s reading about the base chakra made me think of the above quote from the Taoist philosopher, Lao-Tze. From what I understand, the base chakra is all about discipline and management of the body, mind, and spirit. In both chapters we read this week, Ellen Tadd emphasized practice and repetition as a means to creating a feeling of purpose and stability, and she stressed the importance of engaging our third eye clarity and inspiration in the crown chakra when taking on tasks we’d rather avoid. “Hard work without some element of inspiration or purpose turns discipline into drudgery, as well as an assault to personal freedom.” (p. 99-100, A Framework for Wise Education) Here, I was reminded of the Mary Poppins example from the chapter on the crown chakra, “In every job that must get done, there is an element of fun. You find the fun and SNAP- the job’s a game!”

         In addition to making challenging tasks as enjoyable as possible, Tadd points out that teachers can positively influence students’ base chakras by providing context for our requests and decisions. Asking for obedience without explanation or discussion prevents children from discovering why certain behaviors are or are not appropriate.” (p. 96, A Framework for Wise Education).

I tried this approach during a recent class, when I had to move some chatty kids apart. Rather than criticizing their behavior, I said, “I’m going to ask you to change seats so you can listen better. This is not a punishment– I just want you to be able to learn.” To my astonishment, all three boys complied without protest, which was out of character for them based on my previous experiences.

I was surprised that such a small reframing of intent could make such a difference in behavior. Rather than positioning me as someone who was trying to control them, this language seemed to help the boys understand that I had their best interests in mind. However, regardless, they needed me to create structure that they weren’t able to provide for themselves. Though they might complain about it, I do think most kids quietly appreciate having rules and routines. Knowing what to expect and what is expected of them provides a sense of safety and consistency, which ultimately enables better learning.