Winning the big war

Tshwarelo Hosia | Monday April 11, 2022 06:00

The foundation for academic success begins with successful tackling of small things. The one minor skirmish any school worth its salt cannot afford to lose is keeping order and discipline. Discipline is everything in a school setting. It defines the character of a school. Where there is no discipline there is no sense of urgency. And there cannot be any learning in the absence of order and a business like atmosphere.

One can imagine how much precious teaching time is wasted in secondary schools when learners have to switch from one lesson to the other. This could explain why a number of schools are experiencing challenges with syllabi coverage. Of course I would be the first to admit that our curriculum needs to be trimmed because it is too congested. But there is a need to improve on time management. And achieving this end requires discipline. There is evidence of a strong and intimate link between discipline and improved learning outcomes.

Schools with high performing cultures are generally ‘mini havens’ with minimal discipline issues. Underachieving schools are not only characterised by low-test scores but also a display of a lot of undesirable behaviours. Low expectations, crime, violence, absenteeism, vandalism, poor time management and uninspiring instructional practices are some of the features prevalent in low performing schools. The subject of discipline is a big issue and many schools are found wanting in this regard. The challenge is compounded by the fact that schools have a predominantly young and exuberant population of staff that equally requires guidance and mentoring. There is no doubt about their academic credentials and teaching prowess but some cannot deliver as expected when left to their own devices.

The question is what can be done to harness the collective energies of students and the young staff to achieve improved student outcomes? All schools have a set of rules and guidelines governing professional conduct of teachers and ancillary staff and guidelines and sanctions for learners.

But the challenge is that not all schools apply the rules to the letter. Rules cannot serve any useful purpose if there are no consequences for non-compliance. Hell breaks loose where there is complacency. So order must return to schools as a matter of urgency. This calls for close examination of issues of governance in schools. If the issue of discipline (maintenance of order) is a prerequisite for good performance in schools, then there is every justification for increased investment in the professional development of school leaders.

School principals should be empowered to deal adequately with the nagging issue of discipline. The bottom line is all schools deserve leaders who are conscious of the fact that managing schools for improved results begins with order and discipline. However, this is not to suggest that school principals have a monopoly of wisdom. The support of others is critical. Discipline can be strengthened in an environment where there is a power sharing deal. Effective leaders have a way of harnessing the wisdom of those around them by making them feel valued and appreciated.

A school principal who gets everyone on board (including students) creates a desirable spirit of collective ownership of the institution and its challenges. During its glory days (1980s) Moeng College was a paragon of virtue.

The school took pride in the development and sustenance of a strong system of governance anchored on active students’ participation. Worthy of special mention is the prefecture system where student leaders independently managed their affairs from the kitchen, where they enforced proper eating etiquette and to the boarding hostels where they maintained high standards of cleanliness and discipline.

The head boy and his lieutenants enjoyed total jurisdiction in the hostels and presided over minor cases of misconduct, theft and fights. This explains why everything good seemed to have gone the way of Moeng College at the time. Today the landscape has changed drastically. It seems students need a lot of close monitoring and as they are accustomed to the presence of teachers in many activities. For instance, in many schools students need teacher supervision taking their meals. Any school dreaming of changing its performance trajectory must begin with discipline.