Models of Discipline

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