Educator’s role in envisioning an empowered child

Pages: 110-117
Chetna Sabharwal (Ahlcon International School, Mayur Vihar-I, Delhi)

With current statistics of more than 160 million children in India, it becomes imperative for all counsellors, educators, parents, policymakers and stakeholders to work in collaboration to make our children an empathetic, responsible and resourceful global citizen. The disciplinary problem, degrading morals and ethics and rising concerns in behavioural development amongst children have become a major challenge. This research papermaps the directive principles of discipline in a school; the effects of proactive, reactive and punitive approach; root causes attributing to the students discipline problems; how to cope with the disciplinary problems through positive interventions. A qualitative analysis of few cases cited in the paper is an effort to understand and promote self-discovery among the children and create an urge to lead from within. Social-emotional learning (SEL),” the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions”is used to develop discipline among students. SEL is a promising approach that is able to reduce risky behaviours, increase desirable behaviours, brings emotional stability and thus results in promoting positive development.