{"id":31769,"date":"2024-06-05T09:00:17","date_gmt":"2024-06-05T13:00:17","guid":{"rendered":"https:\/\/mintools.com\/blog\/?p=31769"},"modified":"2026-07-22T09:28:25","modified_gmt":"2026-07-22T13:28:25","slug":"real-change-classroom-discipline","status":"publish","type":"post","link":"https:\/\/mintools.com\/blog\/real-change-classroom-discipline.htm","title":{"rendered":"Quick Solutions or Real Change in Classroom Discipline?"},"content":{"rendered":"

Anyone in children’s ministry knows the challenges of maintaining classroom discipline. It becomes even more difficult when we have a “problem child” who constantly disrupts the class. We can become frustrated by it and simply apply a quick solution, or we can seek real change<\/a>.<\/p>\n

The Objective Will Determine if We Seek Real Change or Apply a Quick Solution<\/h2>\n

If our objective is mere crowd control and somehow making it through the lesson, we’ll tend to apply quick fixes. We’ll do whatever it takes to quiet the child or get them to stop their negative behavior. Often that involves bribing them. Or, we might throw our hands up in despair and permit children to do as they please.<\/p>\n

When our goal is to help the child truly learn and grow, we’ll look at discipline problems as opportunities to disciple them. We will want more than external conformity, so we’ll work with the child to correct the problem from the inside out. This means we take the time to identify and address the root cause of the problem<\/a>.<\/p>\n

Results of Our Approach to Classroom Discipline<\/h2>\n

Quick solutions leave unresolved issues which could become worse and keep the child from learning and growing. Bribery in classroom discipline could translate into them thinking the Christian life is about mere outward conformity rather than heart transformation (1 Sam. 16:7; Ps. 51:10; Lk. 6:45; Rom. 12:2).<\/span> Ignoring misbehavior can give license to other children to do the same which can eventually erupt in chaos. We’ll find ourselves merely tolerating the “problem child” rather than loving them.<\/p>\n

When we seek to use discipline problems as learning tools, we’re helping children learn for the future. We’re getting beyond temporary external conformity. In so doing we’re communicating that we truly care and want what’s for their good. — “No discipline seems pleasant at the time, but painful. Later on, however, it produces a harvest of righteousness and peace for those who have been trained by it.” (Heb. 12:11)<\/span><\/p>\n

Get help with pursuing real change in classroom discipline:<\/strong><\/p>\n

\"Classroom<\/a>
\nThe Classroom Discipline Bundle<\/a> will provide a comprehensive understanding leading to a greater likelihood of accomplishing real change through discipline efforts. Each of the resources in this bundle can be ordered separately.<\/p>\n","protected":false},"excerpt":{"rendered":"

Anyone in children\u2019s ministry knows the challenges of maintaining classroom discipline. It becomes even more difficult when we have a \u201cproblem child\u201d who constantly disrupts the class. We can become frustrated by it and simply apply a quick solution, or we can seek real change. . . . Continue reading Quick Solutions or Real Change in Classroom Discipline?<\/span>→<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[26],"tags":[],"class_list":["post-31769","post","type-post","status-publish","format-standard","hentry","category-childrens-ministry"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\n\t\t