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SEVEN MODELS OF DISCIPLINE
1. The Kounin Model: Wittiness, Alerting, and
Group Management
2. The Neo-Skinnerian Model :
Shaping Desired Behavior
3. The Ginott Model: Addressing the Situation
with Sane Measures
4. The Glasser Model: Good Behavior Comes from
Good Choices
5. The Driekrs Model: Confronting Mistaken
Goals
6. The Jones Model: Body Language, Incentive
Systems, and Providing Efficient Help
7. The Canter Model: Assertively Taking Charge
THE KOUNIN MODEL
Withitness, Alerting, and Group Management
Kounin =s
Key Ideas
1. When teachers correct misbehavior in one student, it often
influences the behavior of nearby students. This is known as the ripple
effect.
2. Teachers should know what is going on in all parts of the
classroom at all times. Kounin calls this awareness, withitness.
3. The ability to provide smooth transitions between activities and
to maintain consistent momentum within activities is crucial to
effective group management.
4. Teachers should strive to maintain group alertness and to hold
every group member accountable got the content of a lesson, which allows
optimal learning to take place.
5. Student satiation (boredom) can be avoided by providing a feeling
of progress and by adding variety to curriculum and classroom
environment.
THE NEO-SKINNERIAN MODEL
Shaping Desired Behavior
Skinner =s
Key Ideas
This model is called Neo-Skinnerian to indicate that it is made up of
newer applications of Skinner =s
basic ideas. Skinner himself never proposed a model of school
discipline.
1. Behavior is shaped by its consequences, by what happens to the
individual after performing the act.
2. Behavior is strengthened if followed immediately by reinforces.
Technically, a reinforcer is a stimulus that increases the likelihood
that the individual will repeat the act. We commonly think of reinforces
as rewards.
3. Strengthened behaviors are those that have become more likely to
be repeated.
4. Behavior is weakened if it is not followed by reinforcement.
5. Weakened behaviors are those that become less likely than before
to be repeated.
6. Behavior is also weakened if followed by punishment. Punishment is
not the same thing as negative reinforcement.
7. Systematic use of reinforcement (rewards) can shape individual =s
behavior in desired directions.
8. In the early stages of learning, constant reinforcement produces
the best results. Constant means that the behavior is reinforced every
time it occurs.
9. Once learning has reached the desired level, it is best maintained
through intermittent reinforcement, reinforcement that is provided only
occasionally, on an unpredictable schedule.
10. When applied to classroom learning and discipline, this process
of behavior shaping through reinforcement is called behavior
modification.
11. Behavior modification is one of the most powerful tools available
to teachers for strengthening desired classroom learning and behavior.
12. Behavior modification is applied in these two ways:
a. The teacher observes the student perform an
desired act; the teacher rewards the student; the student tends to
repeat the act.
b. The teacher observes the student perform an
undesired act; the teacher either ignores the act or punishes the
student, then praises a student who is behaving correctly; the
misbehaving student becomes less likely than before to repeat the act.
13. Behavior modification successfully uses various kinds of
reinforces. They include social reinforces, such as verbal comments,
facial expressions, and gestures; graphic reinforces, such as marks and
stars; activity reinforces, such as free time, free reading, and
collaborating with a friend; and tangible reinforces, such as food,
prizes, and printed awards.
THE GINOTT MODEL
Addressing the Situation with Sane Messages
GINOTT =S
KEY IDEAS
1. Discipline is a series of little victories.
2. The most important ingredient in discipline is the teacher =s
own self-discipline.
3. The second ingredient is using sane messages when correcting
misbehaving students. Sane messages are messages that address the
situation and do not attack children =s
characters.
4. Teachers at their best use congruent communication that is
harmonious with students =
own feeling about situations and themselves.
5. Teachers at their worst attack and label students =
characters.
6. Teachers should model the behavior they hope to see in their
children.
7. Inviting cooperation from students is vastly preferable to
demanding it.
8. Teachers should express anger but in appropriate (sane) ways.
9. Labeling students disables them.
10. Sarcasm is and praise often is dangerous. Use both
with great care.
11. Apologies from students should be accepted with the understanding
that they intend to improve.
12. The best teachers help students to build their own self-esteem
and to trust their own experience.
THE GLASSER MODEL
Good Behavior Comes from Good Choices
GLASSER =S
KEY IDEAS
1. Students are rational beings. They can control their behavior.
2. Good choices produce good behavior. Bad choices produce bad
behavior.
3. Teachers must forever try to help students make good choices.
4. Teachers who truly care about their students accept no excuses for
bad behavior.
5. Reasonable consequences should always follow student behavior,
good or bad.
6. Class rules are essential, and they must be enforced.
7. Classroom meetings are effective vehicles for attending to matters
of class rules, behavior, and discipline.
THE DREIKURS MODEL
Confronting Mistaken Goals
DREIKURS =
KEY IDEAS
1. Discipline is not punishment. It is teaching students to impose
limits on themselves.
2. Democratic teachers provide firm guidance and leadership. They
allow students to have a say in establishing rules and consequences.
3. All students want to belong. They want status and recognition. All
of their behaviors indicate efforts to belong.
4. Misbehavior reflects the mistaken belief that it will gain
students the recognition they want.
5. Misbehavior is associated with four mistaken goals: attention
getting, power seeking, revenge, and displaying inadequacy.
6. Teachers should identify mistaken goals and then act in ways that
do not reinforce them.
7. Teachers should strive to encourage student =s
efforts, but avoid praising their work or character.
8. Teachers should teach students that unpleasant consequences will
always follow inappropriate behavior.
THE JONES MODEL
Body Language, Incentive Systems, and Providing Efficient
Help
JONES =S
KEY IDEAS
1. Teachers in typical classrooms lose approximately 50% of their
instructional time because students are off task or otherwise disturbing
the teacher or other class members.
2. Practically all of this lost time results from two kinds of
student misbehavior---talking without permission (80%) and general
goofing off, including making noises, daydreaming, or getting out of one =s
seats without asking permission (19%).
3. Most of this lost teaching time can be salvaged if teachers
systematically employ three kinds of techniques that strongly assist
discipline: effective body language, incentive systems, and efficient
individual help.
4. Good classroom discipline results mainly from the first--effective
body language, which includes posture, eye contact, facial expression,
signals, gestures, and physical proximity.
5. Incentive systems, which motivate students to remain on task, to
complete work, and to behave properly, also contribute strongly to good
discipline.
6. When teachers are able to provide individual help to students
quickly and effectively, the students are better behaved and complete
more work.
THE CANTER MODEL
Assertively Taking Charge
THE CANTERS =
KEY IDEAS
1. Teachers should insist on decent, responsible behavior from their
students. Students need this type of behavior, parents want it, the
community at large expects it, and the educational process is crippled
without it.
2. Teacher failure, for all practical purposes, is synonymous with
failure to maintain adequate classroom discipline.
3. Many teachers labor under false assumptions about discipline. They
believe that firm control is stifling and inhumane. It is not. Firm
control maintained correctly is humane and liberating.
4. Teachers have basic educational rights in their classrooms
including:
a. The right to establish optimal learning environments.
b. The right to determine, request, and expect appropriate behavior
from students.
c. The right to receive help from administration and parents when it
is needed.
5. Students have basic rights in the classroom, too, including:
a. The right to have teachers who help them limit
their in appropriate, self-destructive behavior.
b. The right to have teachers who provide positive
support for their appropriate behavior.
c. The right to choose how to behave, with full
understanding of the consequences that automatically follow their
choices.
6. These needs, rights, and conditions are best met through assertive
discipline, in which the teacher clearly communicates expectations to
students and consistently follows up with appropriate actions but never
violates the best interests of the students.
7. This assertive discipline consists of the following elements:
a. Identifying expectations clearly.
b. Willingness to say,
AI
like that,@
and AI
don=t
like that.@
c. Persistence in stating expectations and
feelings.
d. Use of firm tone of voice.
e. Maintenance of eye contact.
f. Use of nonverbal gestures in support of verbal
statements.
8. Assertive discipline enables teachers to do such things as:
a. Say no, without feeling guilty.
b. Give and receive compliments genuinely and
gracefully.
c. Express thoughts and feelings that others might
find intimidating.
d. Stand up for feelings and rights when under
fire from others.
e. Place demands comfortably on others.
f. Influence students =
behavior firmly without yelling and
threatening.
g. Work more successfully with chronic behavior
problems.
9. Teachers who use assertive discipline do the following:
a. Employ assertive response styles, as opposed to
non assertive or hostile response styles.
b. Eliminate negative expectations about student
behavior.
c. Establish and communicate clear expectations
for positive student behavior.
d. Use hints, questions, and I-message rather than
demand for requesting student behavior.
e. Use eye contact, gestures, and touches to
supplement verbal messages.
f. Follow through with promises (reasonable
consequences, previously established) rather than with threats.
g. Be assertive in confrontations with students,
including using statements of expectations, indicating consequences that
will occur, and noting why the action is necessary.
10. To become more assertive in discipline, teachers should do the
following:
a. Practice assertive response styles.
b. Set clear limits and consequence.
c. Follow through consistently.
d. Make specific assertive discipline plans and
rehearse them mentally.
e. Write things down; do not trust the memory.
f. Practice the broken record technique for repeating expectations.
g. Ask school principals and parents for support
in the efforts to help students.
TWELVE TRAITS OF SERIOUS
TEACHERS
1.
VALUE EDUCATION
2.
VALUE LEARNING
3.
VALUE THE GOLDEN RULE;
ADo
unto others
as you would have them do unto you.@
4.
PREPARE ADEQUATELY FOR
INSTRUCTION; ABe
Prepared@
5.
GIVE THEIR BEST EFFORT IN TEACHING
6.
KEEP STUDENTS ON TASK
7.
FOLLOW UP
8.
TAKE THE EXTRA STEP
9.PERSEVERE
10. COMMUNICATE WITH PARENTS
11. FLEXIBLE
12 .
OPEN MINDED
CLASS RULES
Every class needs a set of rules that governs two things--work habits
and personal behavior. To be most effective those rules must be jointly
formulated, reasonable, positive, succinct, observable, public,
enforceable, and enforced. Penalties for breaking the rules should be
understood in advance. When rules are broken, those penalties must be
applied immediately, consistently, and impartially, without malice.
Obsolete or unnecessary rules should be dropped. All rules should be
seen as law. They are to be obeyed. If unreasonable, they can be
changed, but so long as they are in effect they apply to everyone,
students and teachers alike.
JOINTLY FORMULATED ENFORCEABLE
REASONABLE ENFORCED
POSITIVE OBSERVABLE
SUCCINCT MADE PUBLIC
POINTS TO REMEMBER
All students seek acceptance, belonging, and
success.
Most social behavior in the classroom is related to the student =s
desire to attain acceptance, gain a feeling of belonging, and enjoy a
measure of success. Students tend to behave in socially acceptable ways
when appropriate avenues towards those ends remain open to them. When
the avenues are closed off they turn to unsuitable means for reaching
the goals. This results in unacceptable behavior, that is, discipline
problems
All students can behave acceptably; it is a
matter of choice, and students make their own decisions.
There is no excuse for bad behavior. All students, except for some
known brain dysfunction, can behave acceptably. Behavior is a matter of
choice. Students choose to behave the way they do, usually because of
rewards they receive or hope to receive from others
Discipline helps bring success, which is a
powerful motivator with a snowballing effect.
When students grow in learning and desirable behavior, and when they
are recognized for that growth, they experience a feeling of genuine
success.
The teacher is the most important figure in
establishing class discipline.
Wise teachers involve students and parents in the process of
establishing rules of discipline. But it is the individual teacher that
sets the tone, establishes the expectations, enforces those
expectations, and continually strives to help students avoid
self-destructive behavior
Teacher persistence and genuine caring are
essential.
Teachers cannot love all students, but they can care genuinely about
their behavior, for the sake of everyone concerned. Teachers who truly
care never give up in attempting to shape
student behavior in directions that bring success rather that
self-defeat.
Effective school discipline requires the
collaboration of many different people.
The individual teacher is certainly the most powerful figure in
classroom discipline, but even the most competent teacher requires the
collaboration of others.
Discipline depends on consistency and follow
up.
As nearly as possible, teachers must react the same way every time to
student misbehavior. They must not appear exasperated or angry when
invoking consequences, although it is fine to show anger at other times.
They must always follow up on student behavior, never ignoring
violations of class rules, and be sure consistently to invoke the
established consequences for student behavior whether good or bad.
Seriousness, rules, and high expectations
underlie effective systems of discipline.
It is essential that in developing a personal system of discipline
teachers be serious about teaching and learning, that they work with
students to develop a good workable set of class rules, and that they
then genuinely expect students to abide by the rules. This produces a
sense of purposefulness that students tend to acquire, expect, and
appreciate.
Students who choose to break the rules must endure the
consequences that accompany the rules.
Consequences are not arbitrary punishments. They are results that
students choose just as they choose their behavior. Teachers must
explain in detail the consequences and their linkage to the rules in
advance. When students choose to break the rules teachers invoke the
consequences. The entire process is depicted as students =
choosing the consequences.
The correction of misbehavior should involve
redirecting the student.
Teachers must remember that students do not always know how to behave
correctly. They may need to be shown proper behavior, reminded of it,
and reinforced when they do what is expected.
One of the best ways to teach good behavior
is through example.
Students imitate teachers. If teachers are kind and respectful,
students tend to be kind and respectful. Because imitation learning is
so powerful, teachers should endeavor to provide the best possible
example through their own personal behavior.
FOUR FACTS OF CLASSROOM LIFE
Teachers enter this profession with a variety of views about human
nature and how young learners are likely to act. Some believe that
students are angels and never willingly misbehave, that if misbehavior
does occur it is not the fault of the student but of conditions or bad
teaching. Others think that students will all misbehave unless thwarted.
Some know that students misbehave, but believe that a caring attitude by
the teacher will erase the bad and bring out only good behavior. Since
teachers have so many different beliefs about students, and most of the
beliefs are at least partly true it is important in planning a personal
system of discipline that teachers understand and accept four basic
facts about student behavior in the classroom
Students are going to misbehave in school.
Students are not always angels. Sometimes they act up, misbehave, and
disrupt. Some do it a little bit and others do it a lot. Even the best
have their bad moments. Therefore, teachers should not be so naive as to
think that given a nurturing atmosphere students will always do what is
right and good. They will frequently display behavior that works against
their ultimate well-being. That is when discipline is needed.
Students need discipline
Although some students misbehave a great deal and even misbehave
occasionally, teachers should not conclude that something uncontrollable
makes them do it. All students can behave appropriately if they wish to
do so. Discipline helps students learn what they may and may not do, and
it shows them that someone cares enough about them to restrict their
erroneous behavior. Discipline makes better people of us all, students
and adults alike.
Teachers cannot teach effectively without
discipline
Many teachers see teaching and discipline as entirely separate
realms. In actuality, they are very much the same: Both are processes
for bringing about a lasting change in behavior. But even if considered
separate tasks, effective teaching cannot occur without discipline. If
no attempt is made to discipline, chaos is almost certain to result, and
students are severely hampered in learning in such an environment. If
attempts are made to discipline, but they are nor successful, much
teaching time is lost. Without discipline teachers cannot fill their
prime function, which is to teach.
Teachers can learn to discipline
effectively.
Effective discipline is a skill, a procedure, and a set of techniques
that all teachers can acquire and implement effectively.
Basic Rights in the Classroom
Student Rights
Students may be considered to have several basic rights in the
classroom. These are rights to which they are entitled and which they
should expect, but which unfortunately they often do not enjoy.
The right to a learning environment that is
appropriately well ordered, peaceful, safe, nonthreatening, and
conducive to learning.
The right to having a caring, well-prepared
teacher who instructs effectively and who limits students=
inappropriate self-destructive behavior.
The right to choose how to behave, with full
understanding of the consequences that automatically follow their
choices.
Teacher Rights
Teachers like students are entitled to certain conditions that are so
crucial to teaching and learning that they are to be considered basic
rights. Teachers should insist, for the good of everyone concerned, that
these rights be established and easily afforded.
The right to establish optimal learning
environments that are consistent with the teacher=s
individual strengths and weaknesses.
The right to teach in ways that meet the learning
needs of the students in the class.
The right to expect behavior from students that
contributes to their optimal growth, while also meeting the reasonable
needs of the teacher.
The right to teach in a climate that is free
from disruptions.
The right to ask and receive help and backing
from administrators and parents.
Strategies for Establishing an Effective Discipline Program in
your Classroom
1. Take charge in the classroom
Every authority on discipline agrees: teachers must take charge
firmly in their classes, and there should be no doubt about it. They can
be pleasant, but they must at the same time be forceful. They usually
call for some student input, but they make the final decisions.
2. Make good rules for class conduct
Rules should be short and clear, five or six in number. Students
should be involved in establishing them. The rules should be stated
positively and posted in the classroom. They should be explained so that
all students understand. Consequences for abiding by the rules and for
breaking them should be explained also. The rules should be reviewed
periodically and revised as needed.
3. Expect the best of students; say it and show it.
Rules are made and posted to inform students and remind them of
expectations. Every student can abide by them and every student is
expected to do so voluntarily because they are in students =
best interest.
4. Enforce the rules consistently.
Rules are worthless if not enforced. Students understand them and the
consequences that entail from breaking the rules plainly. When they
choose to break the rules, they choose the consequences. Teachers should
without hesitation invoke the consequences that are chosen.
5. Allow no destructive behavior
Never allow students to behave in ways that disrupt teaching or
learning. Such behavior is destructive. Good discipline assists
constructive behavior, permitting good
instruction and promoting good learning.
6. Manage groups and lessons efficiently.
Pace lessons so that boredom does not become a problem. Move from on
lesson to another smoothly, without wasting time. Boredom and rough
transitions provide fertile grounds in which undesired behavior can
grow.
7. Teach students how to choose good behavior.
Show students that they can choose between good and bad behavior.
Show them that good choices lead to success, acceptance, and esteem.
Help them to decide whether their choices are good or bad. Reinforce
them when they make good choices.
8. Use effective styles of talk with students.
Hostile talk and wish-washy talk are both ineffective. Speak plainly
and matter of faculty. Be calm, but forceful and insistent.
9. Provide an abundance of genuine success.
Every student longs for success and recognition. Provide genuine
success through progress and acknowledgment. Reinforce students in ways
most effective for the group and individual. Help students keep charts
that show graphic evidence of progress. Call this progress to the
attention of their parents.
10. Reduce failure to a very low level.
Failure and errors are not synonymous. One can make errors and still
be successful. Failure results from lack of growth. Even with growth,
lack of recognition can cause the feelings of failure. Failure should be
kept at a minimum because it tends to feed on itself. When people see
themselves as failures, they tend to behave more often as failures.
11. Shape behavior through systematic reinforcement.
Implement a system of behavior modification. Be sure it is in keeping
with the maturity level of the students.
12.Confront misbehavior forcefully but positively.
Some misbehavior can be ignored, but when it becomes disruptive to
teaching and learning it must be dealt with.
13. Involve the logical consequences of good and bad behavior.
When students comply with rules, they should be rewarded. When they
break rules, they should be punished. In either case they are aware of
the consequences prior to their actions. When students choose to behave
or misbehave; at the same time they are choosing rewards or punishments.
This principle must be made absolutely clear to the students. The
teacher in turn must apply it consistently and dispassionately.
14. Do all you can to support good behavior.
Discipline tends to focus on misbehavior, since that is a major
source of problems with teachers. However, good behavior should
continually be supported.
15. Teach good behavior though good example.
Be the best model you can be for your students. Show concern,
manners, and courtesy. Be polite and helpful. Have students practice the
behaviors modeled for them. Reinforce them when they repeat desired
behaviors that have been modeled.
16. Stress good manners and living the golden rule.
Make it plain from the outset that you have high standards of student
conduct. You expect students to use good manners. You expect them to
live by he golden rule. Forbid their use of sarcasm or cruelty. Reward
them when they show kindness and consideration.
17. Establish a good support system for your program of
discipline.
At times students may refuse to obey the rules. On those occasions a
teacher must be able to count on immediate positive support from the
principal, other teachers, and parents.
18. Set up a production communication system with parents.
Parental support is very important. You can secure it if you inform
the parents of your program, activities, and expectations regarding
student behavior. Rules, consequences and enforcement procedures should
be described in writing and furnished to parents. Stress that your
control system is necessary for maximum learning and that it teaches
students to relate to each other in positive ways.
19. Communicate regularly and clearly with students.
By talking with the students formally and informally you show that
you are concerned about them, that you care about their learning and
behavior.
20. Be persistent: never give up.
Do not quit; do not excuse misbehavior; do not cave in before student
hostility. Keep your poise. Keep trying. The essence of discipline is
caring enough that you will let nothing interfere with teaching and
learning. This caring is one of the best contributions you can make to
the welfare of your students.
To Establish a Effective System of Classroom
Discipline You Must Consider these three Facets
PREVENTIVE DISCIPLINE
Preventive discipline has to do with preventing misbehavior before it
occurs. Teachers have been long told that a effective curriculum and
teaching prevent discipline problems, or that good management does the
trick, or scowling, or getting in one =s
bluff from the first day. These factors do not take care of all the
problems. If they did we would have no behavior problems. Each, however,
contains a kernel of truth. Effective curriculum, teaching, and
management are positive and productive. Scowling and bluffing may work
to some extent, but they tend to turn students against the teacher. Good
preventive discipline should rally students to you, not against you.
SUPPORTIVE DISCIPLINE
Supportive discipline consists of the application of a number of
gentle though effective techniques that assist students in maintaining
their own self-discipline. Essentially, they are techniques that
constantly remind students that the teacher is aware of their
activities, is willing to help, and will not allow misbehavior to get
started. These techniques allow the teacher to keep students on track
without nervousness or distress. Feelings remain positive.
CORRECTIVE DISCIPLINE
Corrective discipline consists of the moves teachers make to support,
correct, and rechannel misbehavior. Despite teachers =
best efforts in preventive and supportive discipline, a certain amount
of misbehavior is bound to occur in the classroom. Corrective discipline
stops the misbehavior and puts the students back on a productive line of
work without undue waste of teaching and learning time. At its best, it
minimizes negative feelings and attitudes while helping foster positive
work and improved self-discipline.
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