I was very impressed when the prof. Barkley explained that the time that must elapse between a failure and reproach, so this is really effective in terms of behavior, must not exceed 10 seconds ...!
In fact, children of my generation learned in a short time and at their expense that whenever he found something that combined the full approval of the mother, the fatal consequence would be a slap direct and immediate: the signal and physically disapproval fell within the parental education program. The character of such a coherent and consistent punishment was that of immediacy. Then, later, he would have spoken, and after the indictment detailed and the necessary defense, there was imposed the appropriate sanction (in bed before Carousel!).
Beyond the abrupt way linked to the historical context, the two different times, the reproach and the "punishment", we were very clear: the punishment related to the immediate rebuke fell like a bolt from the blue to emphasize the disapproval of the impropriety of our action, while the punishment was something that came later, still bowling.
The question then arises naturally: what will be, in our schools, the punishment truly effective if the sentence actually passed the boy reached only after days and even weeks or months from the time when the said event occurred? Of course I'm not talking about corporal punishment, God forbid, but the fact remains that we must ask ourselves about the most effective ways to help children to recognize and change behavior is not acceptable. Our action must play it first character education. Even the same notes in the booklet or on the register does not express a punishment in itself, but rather the memory of an event that will be waiting for a penalty. And the penalty will be, after called the class council, well over 10 seconds.
The challenge then becomes to be able to effectively balance the educational purpose rebuke of the remedial order and copy of the sanction as a result of antisocial behavior.
Reaffirming that the immediacy of feedback is the key to the discipline, Professor. Barkley gives us some guidance in this regard: for example, direct calls and private, or to perform a task on a bench in the back where the student tells what he did wrong and give an assessment, or writes a number of reasons in under which should not make that type of conduct. In severe cases, the student is suspended on the spot by the activities of the class and taken to a place of "cool" to be defined in advance.
But, added the professor. Barkley, all this must happen within the education system based on incentives, where the relationship between awards and punishments imposed is at least 2:1. Barkley suggested to increase the awards in the event of correct behavior, show appreciation in moments of good work in class or in respect of those who behave well and adopt a system of tokens or points to be increased in case of performances positive o da decrementare in caso di negative; introdurre lavori di gruppo con le relative premiazioni; organizzare le attività della classe in modo da consentire un frequente accumulo di premi; usare una tabella di rilevazione quotidiana dove registrare i punteggi per esempio sulla partecipazione in classe, l’esecuzione dei compiti in classe, il rispetto delle regole della classe, l’accordo e la collaborazione con i compagni, l’esecuzione dei compiti a casa.
Sono indicazioni di cui far tesoro, sicuramente da adattare alle singole realtà anche rispetto all’età dei ragazzi e al tipo di responsabilità loro richiesta, ma preziose in quanto ci aiutano a tener conto e ad approfondire alcuni meccanismi di risposta che non sempre ci sono noti. Una riflessione al riguardo sarà indispensabile anche a livello di Consiglio di Istituto nel momento della elaborazione del nuovo Regolamento di Disciplina.
Francesco Callegari Dirigente Scolastico
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