Developing the Wild Kids
Teaching Plan
“And we proclaim Him, admonishing every man and teaching every man with all wisdom, that we may present everyman complete in Christ. And for this purpose also I labor according to His power which mightily works within me.”
Colossians 1:28-29
PART I
Rude, rowdy and wild kids have been out there forever.
“It seems that my group as a whole is affected by a few and I’m lost as to how and remedy the problem.”
Distribute list of “That ticks me off!” and “3 disciplinarians”
Briefly review the list and then go over the disciplinary types.
Break into groups.
ASK:
Which of these discipline problems are the ones most closely associated with your youth group members? (Give time for discussion)
SAY:
Discuss honestly which disciplinarian you most closely resemble.
PART II
Positive Discipline vs. Negative Discipline
(Distribute worksheet on Positive Discipline vs. Negative Discipline and work through each area)
Break into groups.
SAY:
Describe what you want your young people to look like when they leave your youth group.
ASK:
If discipline were like a fence (very restrictive or very permissive), which would you choose? (Have them use the list on their worksheet)

PART III
How to Become a Positive Disciplinarian
(Have them work through the How To Become A Positive Disciplinarian Worksheet)

Bickering among group members
Apathy
Waiting to be entertained
Lack of commitment or not taking God seriously
Lack of respect for adults or others
Arrogance
Self-centeredness, cliques
Unwillingness to listen
Disrespect for rules and authority
Complaining, negative attitude
Lying
Vandalism
Put downs
Acting too cool
Know-it-alls
Not listening
Not cleaning up after a mess
Horseplay
Stubbornness
Talking when someone else is talking
Rudeness
Belches
Listening constantly to Walkmans and portable CD players
Kids pushing the limit
Coming to meetings late
Spilling food and stomping it into the carpet
Spitting
Expressions made in a whiny voice, such as:
“who cares”
“stupid”
“whatever”
“I’m not doing that”
“I didn’t know”
“all my friends do/don’t”
“make me”

Material adapted from Les Christie’s book, How to work with rude, obnoxious, and apathetic kids: Positive discipline with youth.

Buddy — Permissive. Buddy avoids absolutes and places no demands on his kids. His philosophy is that kid are basically good, and he refuses to be negative with them. He likes to let group members find their own way and feels his role is not to control or correct, but to support and encourage.
Ben — Benevolent. Ben shows deep respect for and sensitivity to each individual in his group. He feels discipline is for the good of the students, not himself. He looks for long-range results and not temporary solutions. He remains aware of his own sinfulness and shortcomings.
Rocky — Authoritarian. Rocky believes he has the final word in all disputes. His authority cannot be questioned. He places unrealistic demands on students and makes no allowances or exceptions. He feels his duty is to control, and he is not above using sarcasm and put-downs. He sees fear and pain as the best way to achieve discipline results.

Have vision

Show Patience

Love your young people

Accent the positive

Use Teamwork

Practice what you teach

Be Consistent

Be Honest

Know what to overlook

Use Wisdom

Learn to laugh

Material adapted from Les Christie’s book, How to work with rude, obnoxious, and apathetic kids: Positive discipline with youth.

Buddy — Permissive. Buddy avoids absolutes and places no demands on his kids. His philosophy is that kid are basically good, and he refuses to be negative with them. He likes to let group members find their own way and feels his role is not to control or correct, but to support and encourage.
Ben — Benevolent. Ben shows deep respect for and sensitivity to each individual in his group. He feels discipline is for the good of the students, not himself. He looks for long-range results and not temporary solutions. He remains aware of his own sinfulness and shortcomings.
Rocky — Authoritarian. Rocky believes he has the final word in all disputes. His authority cannot be questioned. He places unrealistic demands on students and makes no allowances or exceptions. He feels his duty is to control, and he is not above using sarcasm and put-downs. He sees fear and pain as the best way to achieve discipline results.

Material adapted from Les Christie’s book, How to work with rude, obnoxious, and apathetic kids: Positive discipline with youth.

Dr. Bruce Narramore, in his book Help, I’m a Parent, differentiates between negative discipline and positive discipline in the chart which follows.
Negative Discipline Positive Discipline
Outlook eye for an eye done for kid, not to kid
Purpose to inflict penalty for to train for correction
an offense or maturity
Focus past misdeed behavior future correct deeds
Attitude hostility and frustration love and concern
Resulting Emotion fear and guilt security

Consistency

Fairness

High Expectations

Am I a part
of the problem?

“And, fathers, do not provoke your children to anger; but bring them up in the discipline and instruction of the Lord.”
Ephesians 6:4

I may be a part of the problem if I routinely exhibit one or more of the following characteristics or reactions.

Compare or show favoritism
Accept conditionally
Embarrass or ridicule
Ignore
Be inconsistent
Show lack of sensitivity
Fail to forgive
Have too few rules
Overreact
Use sarcasm
Assign too difficult a task
Use putdowns
Condescend
Discipline in front of others
Accuse falsely
beimpatient

Assign too difficult a task
Use putdowns
Condescend
Discipline in front of others
Accuse falsely
Be impatient
Interrupt
Use name-calling
Fail to respect privacy
Have too many rules
Punish unjustly
Shout or yell

Punish unjustly
Shout or yell

Material adapted from Les Christie’s book, How to work with rude, obnoxious, and apathetic kids: Positive discipline with youth.

Dr. Bruce Narramore, in his book Help, I’m a Parent, differentiates between negative discipline and positive discipline in the chart which follows.
Negative Discipline Positive Discipline
Outlook
Purpose
Focus
Attitude
Resulting Emotion

Am I a part
of the problem?

“And, fathers, do not provoke your children to anger; but bring them up in the discipline and instruction of the Lord.”
Ephesians 6:4

I may be a part of the problem if I routinely exhibit one or more of the following characteristics or reactions.

Compare or show favoritism
Accept conditionally
Embarrass or ridicule
Ignore
Be inconsistent
Show lack of sensitivity
Fail to forgive
Have too few rules
Overreact
Use sarcasm
Assign too difficult a task
Use putdowns
Condescend
Discipline in front of others
Accuse falsely
beimpatient

Assign too difficult a task
Use putdowns
Condescend
Discipline in front of others
Accuse falsely
Be impatient
Interrupt
Use name-calling
Fail to respect privacy
Have too many rules
Punish unjustly
Shout or yell

Punish unjustly
Shout or yell

Material adapted from Les Christie’s book, How to work with rude, obnoxious, and apathetic kids: Positive discipline with youth.

If discipline were like a fence (very restrictive or very permissive), which would you choose?
q Picket q Chain Link
q Barbed Wire q Brick Wall
q Moat q Electric Fence
q Portable Fence q Net
q Other ______________