Ensuring discipline…

…by understanding the brain.

Hello all. Welcome to the 142nd edition of TEPS Weekly!

The Concept of ‘Discipline’

For a long time in Indian schools, the word ‘discipline’ was almost the same as ‘punishment’. Many of us grew up in classrooms where fear was used to keep order, and this shaped what we later expected from students.

When the RTE Act (2009) banned corporal punishment, it was an important step forward. But it also created an immediate gap – teachers were suddenly told what not to do, without being shown what to do instead. Many felt unprepared, especially because their own schooling had not modelled any other approach.

Without training in alternative strategies, teachers often end up moving between two extremes:

• Using harsh words or shaming, which may stop the misbehaviour for the moment but makes the classroom feel unsafe

• Ignoring students’ misbehaviour, which often leads to the class becoming noisy, difficult to manage and maybe even unsafe for some students

  
  

Both patterns are common and understandable, but neither helps students settle into the calm, predictable environment needed for learning. Why is this so?

The Brain State Model

To understand why punishment, shaming or ignoring do not help, we first need to understand how the brain prepares itself for learning. The Brain State Model explains this in a simple way. It shows that behaviour comes from three different states:

Only one of these states allows deep learning, and that is the Executive State. The skills needed for deep learning – holding information in working memory, ignoring distractions, shifting between ideas – are called executive functions. These functions sit mainly in the prefrontal lobes of our brains, and they switch on only when the brain feels safe and connected.

But the brain does not work in isolation at the top. It is organised from the bottom up. If the brain stem senses danger, the student goes into a Survival State. If the limbic system feels disconnected or threatened, the student enters an Emotional State. This means the prefrontal lobes can function well only when the lower parts of the brain are settled.

The Brain State Model, Discipline and Learning

How can we use the brain state model to ensure discipline (that is, reduce instances of hitting, screaming, verbal aggression, attention-seeking from students) and learning? Use the bottom-up approach:

Step 1: Soothe the Survival State

The first step in deep learning is simple but easily overlooked: students must feel safe. If the brain stem senses threat – noise, chaos, unpredictability – it will not allow the student to move into the parts of the brain needed for attention or understanding.

1. De-clutter the room by keeping only charts related to the current unit

In many classrooms, charts from old lessons stay on the walls for months. This creates visual noise and makes it harder for students to focus.

Example: In a Grade 4 classroom in Bengaluru, the teacher removed all the old charts and kept only the EVS diagrams for the current chapter. The room immediately felt calmer, and students looked at the charts more because they were relevant.

2. Reduce noise levels by using silent signals instead of shouting

Raising your voice or banging the duster often increases noise rather than reducing it. A silent signal gives the class a clear cue without adding to the chaos.

Example: In a Chennai school, the teacher simply raised her hand when she wanted everyone’s attention. Within a week, students trained themselves to stop talking when they saw her hand go up.

3. Use the S.T.A.R. routine when the class feels chaotic

When students become too loud or restless, a quick regulation routine helps their bodies slow down. S.T.A.R. – Smile, Take a deep breath, And Relax – is a simple way to help students move out of the Survival State and back into learning.

Example: In a large Delhi classroom, the teacher paused and said, “Let’s all be stars (S.T.A.R.).” The class smiled, took one deep breath together, and relaxed. This brought the noise down without punishment.

Step 2: Soothe the Emotional State

Once students feel physically safe, the next question their brain asks is: “Do I belong here?”

In classrooms with 40–60 students, this can feel hard to achieve, but even small cues of connection make a big difference. When students feel seen and included, they move naturally towards the Executive State where learning happens.

1. Assign Classroom Responsibilities

Giving students small roles helps them feel they belong. Jobs like ‘line leader,’ ‘chalk monitor,’ or ‘materials helper’ create a sense of responsibility and reduce attention-seeking behaviour.

Example: In a Grade 3 class in Surat, every student had a weekly responsibility. Students became more settled because they felt a sense of belonging in the room.

2. Use Safe Forms of Touch

Students often settle more easily when they receive a small, positive gesture from the teacher. A quick high-five is a safe and culturally appropriate way to acknowledge a student and help them feel connected.

Example: In a Delhi classroom, the teacher used high-fives to appreciate effort, and students became more willing to try again after mistakes because they felt supported rather than judged.

3. Form Activity-Based Learning Groups

In large classes, peer groups help meet students’ need for connection. Small, mixed-ability groups provide a safe space where students can ask questions, discuss ideas and support each other.

Example: In a Tamil Nadu ABL classroom, students naturally turned to their group members when stuck, which reduced anxiety and kept the room calm and purposeful.

Step 3: Activate the Executive State

Once students feel safe and connected, they are finally ready for deep learning. To activate the Executive State, we must plan learning experiences that support sensory memory, prevent overload in working memory, and strengthen long-term memory so new ideas can be stored and retrieved. [To understand more about this, check out our short course ‘How the Mind Learns’ on the TEPS Platform.]

In a Grade 2 classroom in Pune, one student often hit others whenever he felt frustrated or overwhelmed. Earlier, the teacher would scold him, which stopped the behaviour for a moment but made him even more unsettled later. When she began using the Brain State Model, she first focused on safety by quietly seating him at the edge of the group, where he had a little more space and did not feel physically threatened. This helped his body settle. Next, she strengthened connection by greeting him at the door each morning and giving him a small classroom job. Only after he felt calmer and included did she introduce short learning tasks he could complete successfully. Over the next few weeks, his hitting reduced because his brain had moved out of the Survival and Emotional States and into the Executive State, where self-control and learning became possible.

When we use the Brain State Model, we see that discipline and learning depend on the state a student is in. A student who is in the Survival or Emotional State cannot respond to instructions or learn well. But when we help them reach the Executive State, calm behaviour and meaningful learning naturally follow.

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Edition: 4.49