MODELS OF CLASSROOM DISCIPLINE MANAGEMENT (Alfie Kohn Beyond Discipline…
MODELS OF CLASSROOM DISCIPLINE MANAGEMENT
Concept of Classroom Discipline
Discipline is defined as the practice of teaching others to obey rules or norms by using punishment to correct unwanted behaviors. In a classroom, a teacher uses discipline to ensure routine is maintained, school rules are enforced, and the students are in a safe learning environment
Models of Managing Discipline
Canter Assertive Discipline Model
A structured, systematic approach designed to assist educators in running an organized,
The teacher has the right to determine what is best for your students, and to expect compliance.
No pupil should prevent you from teaching, or keep another student from learning.
Teachers must react assertively, as opposed to aggressively or non assertively.
Assertive teachers react confidently and quickly in situations that require the management of student behavior. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.
Do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style. Neither do they react in a passive, inconsistent, timid, non-directive manner.
Dreikurs Logical Consequences Model
All behaviour is orderly, purposeful, and directed toward achieving social approval
Dreikurs - We do not act according to the reality that surrounds us, but rather according to our own subjective assessment of it. When we choose how to behave, we almost never have all the facts we need to make adequate choices. Therefore, our choices are subjective.
When a student is unsuccessful in obtaining acceptance, a pattern of misbehavior begins. All misbehavior is the result of a child’s mistaken assumption about how to find a place and gain status.
Four Types of Goals That Motivates Children's Misbehaviours:
Power and Control
Helplessness or Inadequacy
How Does a Teacher Understand the Goal of the Misbehaving Child: 1) If the teacher feels annoyed, then the child's goal is attention getting. 2) If the teacher feels beaten or intimidated, then the child's goal is power. 3)If the teacher feels hurt, then the child's goal is revenge. 4) If the teacher feels incapable, then the child's goal is helplessness.
: 1) A reward given for a completed achievement. 2) Tells students they have satisfied the demands of others. 3) Praises are patronizing. The person who praises has a superior position. 4) Stimulates competition. 4) Stimulates selfishness.
: 1) An acknowledgement of an effort. 2) Helps students evaluate their own performance. 3) A message between equals. 4) Stimulates helpfulness. 5) Stimulates cooperation.
Kounin Group Management Model
Focuses on preventive discipline.
- When a teacher corrects the misbehavior in one individual student, often this positively influences the behavior of other nearby students.
- The need for the teacher to be aware of what is going on in all parts of the classroom at all times. When students are off-task, the teacher should send a clear message that communicates to students the awareness that they are not working and that they need to become engaged.
1) Continually being alert to the myriad of sights and sounds in the classroom. 2) Arranging the classroom so that all students are always within eyesight. 3) Scanning the room periodically when working with individuals or small groups of students. 4) When helping an individual student, the teacher faces the rest of the class. 5) Briefly acknowledging student misbehavior at first detection to let the student and the class know that the teacher is aware, thus preventing an escalation of the misbehavior.
- Overlapping is the process of attending to two or more events at the same time. An example of overlapping could be when a teacher gives a student individual feedback at one station and also monitors the performance of other students in the room.
- Often classroom misbehavior increases when a classroom moves from one task or activity to another. Providing smooth and effective transitions is one of the most important techniques in maintaining student involvement and class control.
- Having a steady sense of movement throughout the lesson helps engage the learners in activities and helps prevent student misbehavior.
- Smoothness is maintaining direction in the lesson and not being diverted by irrelevant incidents. Smoothness then refers to a teacher’s ability to preserve instructional time by eliminating many of the common barriers to a smooth class transition.
Thomas Gordon Classroom Management Model
The management style promotes problem-solving techniques, positive relationships and communication strategies, and often includes school-wide strategies.
- To help teachers recognize problems that interfere with classroom instruction and determine ownership for the problems.
- The active listening strategy is employed when the problem belongs to the student; it gives the student an opportunity to express his feelings with the knowledge that the teacher will understand and accept what he's feeling and saying.
- The teacher communicates to the student -- without blame, in a nonjudgmental way -- how the student is causing problems for the teacher. The principle behind this communication strategy is that students will develop a respect for the teacher's right to meet her own needs.
No-Lose Conflict Resolution
- The goal of this process is to find a solution that's acceptable to both student and teacher. The foundation of no-lose conflict resolution should be implemented in classroom language and atmosphere long before any problems appear.
Alfie Kohn Beyond Discipline Model
The students must not be blamed for doing what is in their nature to do. Rather teachers should look at their own actions and their goals for the classroom. 2. Students won't comprehend the punishment and consequences of their actions so they will not actually learn or gain anything from bribes or threats.
The classroom as a community - the students feel safe and are able to contribute in decision making processes.
No homework because it is often given as busy work, not something that extends learning.
No doing things to students - students learn best by constructing knowledge from experience, not from the teacher.
What is being accomplished by incorporating a certain discipline?
What do we do to solve this problem?
Helps to develop a sense of initiative, industry and identity.
Students are active learners and constructs their own knowledge based on their own experience.
The teacher exhibits positive behaviours that they want in the classroom and the students model the behaviours.
Teacher must not depend on rewards. 2. Classroom should be set so that the community is emphasized. 3. Must find discipline methods that works for a specific class.