Well, I can't believe it's taken me so long to get to this point, but I've finally made it past the hundredth page of this book (
Kid Cooperation: How to Stop Yelling, Nagging & Pleading and Get Kids to Cooperate by Elizabeth Pantley). Alrighty then, all those interested, let's proceed...
Chapter 4: Punishment Versus Discipline (there is a difference. a big one.)Parents
punish to stop a misbehaviour, to teach a lesson, to make children see "who's in charge" or when they are frustrated and don't know what else to do. This includes yelling, nagging, threats, lectures, spanking and bribing. Cut to the chase: Elizabeth Pantley says punishment doesn't work (and in some cases just wrong!). All punishment does is put strain on the parent-child relationship.
Discipline, described as "training that develops self-control and character," can work. The rest of the chapter outlines numerous methods for dealing with your child's misbehaviour without resorting to punishment.
Use Rules and Expectations. Sometimes things are hazy for kids. When children know exactly what's expected of them, they are more likely to behave in ways you deem appropriate. For example, don't say "Be good." Say "please stay seated while we're having dinner." Try making a list of the repeated misbehaviours that occur in your home. Then create a simple rule for just a few of the top most important issues (don't create a rule for every issue that comes up). Decide on an appropriate consequence for each rule when it's broken. When the consequence is related to the misbehaviour, it helps to teach a lesson. Some suggestions are time-outs or "making amends" (like buying a replacement, cleaning up the mess made, offering an apology).
Talk Less, Act More. Parents sometimes hinder their effectiveness by talking too much. Then they follow up their talk with very little action. Parents who endlessly threat and nag actually teach their kids to tune them out. Don't try to control your children with your voice. Instead of asking your children over and over to play nicely and share, you can quietly remove the toy and put it where they can't reach it. You don't even have to say a word for them to get the idea that they can have it back when they stop fighting over it.
Time Out. Benefits of the time-out are that it interrupts a child's negative behaviour with needed space, time and quiet. Great for stopping physical violence and other misbehaviours that need to be stopped immediately and gives both the child and parent time to cool off and calm down.
Natural Consequences. Experience is a wonderful teacher. The child who doesn't wear mittens will get cold hands. A child who is rude to a friend will find the friend unwilling to spend time with him. If your child doesn't study, he'll get a low grade on the test. Within limits, of course, natural consequences permit children to learn through their own actions (or lack of actions).
Remember, natural consequences themselves are enough, keep your angry emotions out of the picture. Often, parents understand the 'consequence' part of this process, but miss the opportunity to help their child learn, because they change the focus of the discussion to the parent's anger. If you add "I told you so!" or "you should have listened to me when I told you..." you are taking the focus OFF the lesson learned and its benefit is lost.
Logical Consequences. There are times when we cannot allow a natural consequence to occur, because it would be too severe or too expensive. Logical consequences are those that you arrange or enforce as a result of your child's actions or lack of actions. Logical consequences are most effective when a child can see the connection between the behaviour and the consequence. For example, ten-year-old Sarah uses two or three towels after each bath, filling the hamper with them. Her parents explained that a towel could be re-used several times before washing, but the message wasn't sinking in. Next chore rotation: Sarah was notified she was in charge of laundering towels. Problem solved.
Distraction and Avoidance. Things are getting a little frenzied in the house, the kids are getting rowdy...
Step one, take a deep breath and relax.
Step two, divert their attention. Snap your fingers or clap your hands.
Step three, forget about the problem. Move forward, distract everyone with an activity or plan "who wants to order pizza for dinner tonight?" This is perfect for siblings just after the arrival of a new baby. A barrage of "no! don't! stop!" is just the way to make an older sibling resent his/her baby sibling. Just as the "hugging" of the new baby is starting to become aggressive, "Hey! Where's that great new baby book? Let's get it and read it!"
Behaviour Baseball. Three strikes and you're out! Use this technique for major repeat problems and use it for only one issue at a time. Use realistic time periods, rules and consequences. Don't bargain over strikes. If the rule was broken, a strike has been earned. It's still okay to give a reminder when called for (after all, you do want your child to succeed.) Example: For the month of May, Ginger the hamster must have fresh food and water daily. Ginger's cage must be cleaned twice a week. Mom will remind Angela to do this, but will not do the chore. After 3 strikes, the consequence is Ginger's cage will be moved out of Angela's room and into the family room.
Problem-Solving Together. Choose a quiet, uninterrupted time to address a problem. Start by defining the problem in unemotional terms. Let your child give his/her side of the story. Listen quietly. Discuss as many possible solutions as you can come up with together. Jointly decide which solution you will use, and follow through (and by the way, if you have one solution in mind, and nothing else will satisfy you, then this isn't the right technique to use at the moment). When children are involved in the problem-solving process, they are far more likely to follow through with the solution than if you forced your own solution upon them.
Whew! Well, I think I'll stop there and I'll get into the other chapters later. So, I do quite like this book. Establishing a few agreed-upon rules with Maymuna, particularly in regard to safety issues (like, the kitchen is off-limits while I'm in the shower), has worked well. I tried the natural consequences thing once or twice. We were having a raging argument about her wearing tights under her dress. She did not want to wear them. In the end, I thought
this fight is not worth it. I decided to let her go without them (a pair secretly tucked away in my bag in case she asked for them later). We left to school and in the parking lot I asked her, are your legs cold? No, she said, quite happily. I said nothing, I didn't push it. Not a single complaint of cold the whole day. So maybe she was right and just didn't need the tights... Maybe instead of
her learning natural consequences,
I'll be the one to learn a thing or two...