Models of Discipline
- Redl and Wattenberg Model: Managing the Group
- People in groups behave differently than they do individually. Group expectations influence individual behavior, indiviual behaviour affects the group.
- Teacher maintain group control through various influence techniques
- Supporting self-control
- Situational assistance
- Appraising reality
- Invoking pleasure and pain
- The Kounin Model
- Correcting one student has a ripple effect
- Withitness – aware of total classroom behavior
- Smooth transitions between activities and consistent momentum
- Avoid boredom, add variety to curriculum
- The Neo-Skinnerian Model
- Shape Behavior by consequences
- Teacher rewards desired acts and ignores undesired acts
- Teacher uses various reinforcers: social, verbal, facial, graphic
- The Ginott Model
- Most important is the teacher’s own self-discipline
- Second most important is to use messages that address the situation and to not attack the child’s character.
- Communicate harmoniously with a student’s own feeling about situations and themselves.
- Invite cooperation, don’t demand it.
- Express anger in appropriate ways.
- The Glasser Model: Good Behavior comes from Good Choices
- Students can control their own behavior.
- Good choices produce good behavior, bad choices produce bad behavior.
- Forever help students to make good choices.
- If you care, accept no excuses for bad behaviour.
- Use reasonable consequences following behaviour.
- Class rules must be inforced.
- Classroom meetings are used to attend matters of class rules, behavior and discipline.
- The Dreikurs’ Model: Confronting Mistaken Goals
- Discipline is not pleasant.
- Provide firm guidance and leadership.
- All students want to belong.
- Misbehavior reflects mistaken belief that it will gain recognition.
- Misbehavior associated with four mistaken goals: attention getting, power seeking, revenge, or desire to be left alone.
- Do not reinforce mistaken goals.
- Encourage student’s efforts, avoid praising work or characters.
- Unpleasant consequences follow inappropriate behavior.
- The Canter Model: Assertive Discipline
- Insist on decent responsible behavior.
- Teacher failure is failre to maintain good classroom discipline
- Firm control is humane and liberating.
- Teacher have basic educational rights:
- To establish optimal learning.
- To expect appropriate behavior.
- To have support from parents and administrators.
- Students have basic educational rights:
- To have teachers help limit self-destructive behaviors.
- To have teachers provide positive support.
- To choose how to behave, understanding the consequences.
- Needs, rights, and conditions are best met through assertive discipline. Clearly communicate expectations. Use consistent follow-up.