| When discussing how to discipline children, there are | | | | Please note that this method should not be used in the |
| many theories. Discipline for children can be a difficult | | | | case of a child hitting or otherwise hurting another |
| subject, and opinions vary across several lines of | | | | person, or if the child says something totally |
| reasoning. Parents can find themselves frustrated | | | | inappropriate that needs to be stopped immediately. In |
| from yelling, repeating themselves, and fighting with | | | | those cases, a consequence needs to happen |
| their children to get them to follow instructions or | | | | immediately, as if the child has gone straight to "three." |
| behave appropriately. In spite of all these differences, | | | | It is also important to point out that you must follow |
| there are most definitely some effective techniques | | | | through on the consequence of the action otherwise |
| that can be deployed in terms of finding a discipline | | | | this discipline method will be rendered ineffective. In |
| method that works. While no technique is the answer | | | | other words, the kid will call your bluff. |
| in itself, successful discipline can be achieved by | | | | This discipline method can most helpful for parents or |
| combining several methods that work for your own | | | | adults who are tired of repeating themselves and |
| family. One method of discipline is called 1-2-3 magic. It | | | | yelling to get a child to follow directions. Simply counting |
| is an effective way to set boundaries, yet at the same | | | | can replace yelling. |
| time the child feels as though they have a say in what | | | | The appropriate consequence should be dictated by |
| is going on. The method also works quite well for | | | | the child's age. It can mean forfeiting their allowance, |
| teachers in a classroom setting too. | | | | losing television privileges, extra chores, early bedtime, |
| This is how the discipline method works: | | | | or grounding, to name a few. The more matter-of-fact |
| One direction or instructions are given to the child by | | | | and unemotional the parent can be when administering |
| the parent, and the child fails to follow the instructions, | | | | the consequence, and even when doing the counting |
| the parent simply tells the child, "That's one. Three will | | | | itself, the more the discipline method can be effective. |
| result in a time-out", or some other form of punitive | | | | Reacting emotionally to a child's behavior can signify |
| action can be taken depending upon the seriousness | | | | weakness and dilute the message and thereby |
| of the offense. This in empowers the the child to take | | | | undermined the lesson. If the parent stays calm, the |
| responsibility for his or herself by acting in a desirable | | | | child loses that feeling of power over the parent's |
| manner or suffer the consequences. | | | | emotional state. There will be little or no attempts at |
| If he still refuses to follow the instruction, the parent | | | | manipulation. |
| follows up by saying, "That's two." At this point it would | | | | Meeting on discipline can be a rather difficult and |
| probably be a good idea to once again repeat the | | | | delicate function. This 1-2-3 method can be a tool for |
| previous directions. If the child stops the inappropriate | | | | establishing authority in a way that preserves the |
| behavior and follows the instruction, then the problem | | | | adult's dignity and emotional state, and reduce |
| has been solved. If the child still refuses to follow | | | | frustration for all involved. I would suggest looking at |
| instructions than the parents simply states "That's | | | | your local bookstore or on the Internet for the book |
| three," and follows with the consequence stated at the | | | | "1-2-3 Magic" for more information. |
| start of the counting. | | | | |