Discipline is the comer-stone of democracy. But democratic discipline does not believe in respiration or compulsion. It advocates self-discipline. In schools where democratic set up is in vogue, the following ideas are emphasized for fostering and developing self-discipline:
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1. In democratic schools the headmasters, the teachers and the administrators are not despots or police officers. Instead, they are friends, philosophers and guides. Through their friendly and affectionate behavior, they mould the behavior of children and thus promote self-discipline by creating a congenial and cordial atmosphere.
2. In democratic schools, such activities and programmes are structured which cater to the interests and needs of children. This develops self-discipline among children.
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3. In the administration of a democratic school, children participate actively, discuss problems and decide them freely. They, thus, feel their integral and intimate relationship with the school and feel internal kinship with its progress and development.
4. In democratic schools full freedom is given and opportunities provided for each child to develop his individuality to the fullest extent. Hence, no problem of indiscipline arises at any time.
5. In democratic schools, students unions, student’s parliaments and all kinds of student organizations are encouraged for the benefit and development of children. They learn self-government, cooperation, fellow-feeling and other human qualities together with qualities of self-discipline and leadership.
6. In democratic schools, the sense of rights and duties is instilled in children. They, thus learn self-control through social service and social consciousness. Nothing is imposed on them from above. They discuss, decide and carry out the decision with perfect co-operation and cordiality.
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Teacher
In a democratic set up a teacher are a friend, philosopher and guide. He often works as a social reformer. Such teachers process the following qualities:
1. The teacher is devoted whole hearted to the ideals and values of democracy. Hence, he tries to impart the same faith to children through gently persuasion and affectionate rapport.
2. The teacher regards every child as a sacred legacy to society. Hence, believing in the principle of individual differences he allows every child to develop his individuality to the fullest extent according to his interests, aptitudes and capacities.
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3. The teacher tries to solicit maximum co-operation from the guardians, parents and other social agencies for the greatest possible development of children as dynamic and socially oriented citizens of the future.
4. In a democratic set up, a teacher lays greater stress upon environment rather than on heredity. Hence, he tries to structure such a wholesome environment for the child that fullest development is naturally achieved.
5. In a democratic set up, each teacher is fully conscious of his rights and duties towards society. Hence, he tries to instill the same sense of responsibility in children and also to make them capable and intelligent citizens of tomorrow.
6. Each teacher is well-versed in knowledge of his subject and has full academic competency to make children develop physically, mentally, morally and spiritually so that they are able to shoulder national and even international responsibilities in times to come.