ASSIGNMENT 1.2 DISCIPLINE MODELS

For everyone's enjoyment.

Rules !
Do we have too many?

1.2 Discipline models
What are the essential elements of an adequate discipline model ?

KEY IDEAS OF SEVEN MODELS OF DISCIPLINE.

The Kounin Model:

Witness, Alerting, and Group Management.

The ripple effect: when you correct one pupil's behavior, it tends to change the behavior of others.
The teacher needs to be with it to know what is going on everywhere in the room at all times.
Smooth transitions between activities and maintaining momentum are key to effective group management.
Optimal learning takes place when teachers keep pupils alert and held accountable for learning.
Boredom [satiation] can be avoided by providing variety to lessons, the classroom environment and by pupil awareness of progress.

The Neo-Skinnerian Model:

Shaping Desired Behavior. B.F. Skinner is the father of the behavioral school of psychology. A recently popular outgrowth of Skinnerian behaviorism is Behavior Modification. For a useful presentation, see the section on the Behavioral Systems Family in Joyce and Weil, Models of Teaching, particularly the introduction to the section and chapters on "Learning Self-Control" and "Assertive Training."

Behavior is conditioned by its consequences. Behavior is strengthened if followed immediately by reinforcement. Behavior is weakened if it is not reinforced. ["Extinction."] Behavior is also weakened if it is followed by punishment.
In the beginning stages of learning, reinforcement provided every time the behavior occurs produces the best results.
Behavior can be maintained by irregular reinforcement. Re-inforcers include verbal approval, smiles, "thumbs up," high grades, free reading time, goodies, prizes and awards.

The Ginott Model:

Addressing the Situation with Sane Messages.
Discipline is little-by-little, step-by-step. The teacher's self-discipline is key. Model the behavior you want in students.
Use sane messages when correcting misbehavior. Address what the student is doing, don't attack the student's character [personal traits]. Labeling disables.
Use communication that is congruent with student's own feelings about the situation and themselves.
Invite cooperation rather than demanding it.
Teachers should express their feelings--anger--but in sane ways. "What you are doing makes me very angry. I need you to ...."
Sarcasm is hazardous.
Praise can be dangerous; praise the act, not the student and in a situation that will not turn peers against the pupil.
Apologies are meaningless unless it is clear that the person intends to improve.
Teachers are at their best when they help pupils develop their self-esteem and to trust their own experience.

The Glasser Model:

Good Behavior Comes from Good Choices. Glasser's recent work focuses on the class meeting as a means of developing class-wide discipline. See the chapter on The Classroom Meeting in Joyce and Weil, Models of Teaching. [For those who have their classes under control and would like to try to go beyond teacher-imposed discipline, William Glasser's approach is worth serious consideration.

Students are rational beings capable of controlling their own behavior.
Help pupils learn to make good choices, since good choices produce good behavior.
Do not accept excuses for bad behavior. Ask, "What choices did you have? Why did you make that choice? Did you like the result? What have you learned?"
Reasonable consequences should always follow good or bad student behavior.
[Usually developed in classroom meetings,] class rules are essential to a good learning climate, they must be enforced.
Classroom meetings are a good way to develop and maintain class behavior. [The group diagnoses the problem and seeks solutions.]

The Dreikurs Model:

Confronting Mistaken Goals.
Discipline is not punishment. It means self-control.
The teacher's role is helping pupils to impose limits on themselves.
Teachers can model democratic behavior by providing guidance and leadership and involving pupils in setting rules and consequences.
All students want to belong. Their behavior is directed to belonging.
Misbehavior is the result of their mistaken belief that it will gain them peer recognition. [It is usually a mistake to assume that misbehavior is an attack directed at the teacher.]
Misbehavior is directed at mistaken goals: attention-getting, power-seeking, revenge, and displaying inadequacy. The trick is to identify the goal and act in ways that do not reinforce mistaken goals.
Teachers should encourage students' efforts, but avoid praising their work [?] or character. [Others disagree.]
Support the idea that negative consequences follow inappropriate behavior by your actions.




Teachers’ Role • The teacher must recognize students’ inner goal and them help the students change to the more appropriate goal of learning how to belong with others (Wolfgang, 2001, p. 115).


An adequate discipline model starts with the teacher where they
1 need a well planned, individual model of discipline.
2 must understand various psychological theories of discipline.
3 must understand the assumption upon which these are based.
4 must understand their own values and educational philosophy.
5 must use a model of discipline that is in harmony with their convictions.
refer. Handout Notre Dame Univ. A Coman



William Glasser Choice Theory

Glasser believes that all our behaviour is an attempt to satisfy one or more of the five basic needs: survival, love, personal power, freedom and fun. If we learn to choose effective, responsible behaviours, which in practice means learning to control our actions and thoughts in a way that we satisfy our needs and do not deprive someone else of a chance to satisfy theirs, we will usually be happy, healthy and in effective control of our lives. (Edwards, C & Watts, V)


The principles of Glasser Choice theory is to


1. Develop quality relationships by using the connecting behaviours and eliminating the disconnecting behaviours
2. Educate and teach students how to behave in acceptable ways
3. A quality school satisfies students needs, develops cooperation, allows for variation, promotes autonomy, has expectations for high- quality work, promotes student ownership of their work, increase student productivity, involves students in classroom decisions and is relevant to students personal lives (Edwards, C & Watts, V)


Advantages
1. The model helps teachers to develop effective relationships
2. Choice theory reality therapy and lead management promote a high degree of autonomy and responsibility for students
3. They allow students to determine solutions to more effectively meet their needs
4. They promote the core business of schools, which is effective teaching and learning
5. They advocate teachers examining their classroom to improve students –learning outcomes They highlight the need for teachers to model respectful and cooperative behaviours
6. They ask students to self-evaluate their behaviours to allow other students to learn (during a yr 8 afternoon block lesson demonstrates that, all advantages 1-7 are possible, observation of class room management of my colleges clearly showed the students were self regulating telling each other to be quiet and to show each other respect by listening to each other stories while they were having a productive afternoon outcome wise.)

Limitations

1. It is difficult to help students to experience the true sense of autonomy implied in choice theory if outside influences dictate what is taught in school and how students are to be disciplined
2. It is difficult for teachers to model respectful and cooperative behaviours when working with students who demonstrate challenging behaviours
3. To effectively implement classroom meetings, cooperative learning and teaching communication skills can be difficult and time if the curriculum is overloaded with content
4. It may be difficult to help students who do not want to be school to make plans to improve their behaviour
5. It may be difficult for some teachers to relinquish control, and for their students to develop personal within the student
6. Students may not have the necessary skills to make plans to help improve their behaviour




A Teacher must use a model of discipline that is in harmony with their convictions, assumptions and personal philosophy.
one of my strongest convictions to life and my role as a teacher is I am optimistic about life and very optimistic about my students.
To be able to make communication have connective meaning there needs to be a strong sense of place, Space and community, That basic need to belong for the student, Teacher and the parent. to be part of the world.
As a teacher we must form our own set of assumptions to base our model , formulate principles and strategies, we need to provide prevention and correction program. the ultimate goal or where we set the posts is to have students acting autonomously. with a positive image of themselves and a sense of place, community and belonging.
Teachers need to understand the type of factors that effect how our children behaviour is in their world. The factors and influences of dysfunctional families , truely the word " dysfunctional" puts people like me and most of our society feeling on the outside , a defect a D or as our children say now A Loser. Children of these families can feel a deprivation of attention and love, excessive control. no security from family restructuring unemployment and poverty , abuse and damage to self concept and many live in very tight financial situations causing extra stress. So as teachers we need to help these children and young adults grow and develop skills a sense of personal control, be responsible people part of a active community.

My personal list of Assumptions that seem to suit my values and beliefs
1 Optimistic about people and life.
2 Compassion to others even strangers my challenge.
3 The only person whose behaviour we can control is our own. William Glasser.
4 Our behaviour is an attempt to service the five basic needs surival, love, personal power, freedom and fun. William Glasser.
5 All we can do from birth to death is behave. Behaviour is made up of four inseparable components: acting, thinking, feeling and physiology. William Glasser.
6 students can solve their own problems when teachers actively listen to them. Thomas Gordon.
punishment and other commonly used teacher behaviours block communication and destroy teacher -student relationships. Thomas Gordon.
7. uphold the dignity of each individual student and the fundamental nature of human rights is privotal to the practice of effective discipline.Rogers
8 Classes are small communities of learners and teachers relate to students as community members. Rogers.
9 If students "feel good" they will "act good" ; if students " feel bad "they will "act bad". Patrick Connor Pain.
10 To reconize students as people and not just take notice of their behaviour.
11 To be honest and interested in the students needs.
12 To carry the Prayer of St Francis and if not religious one must call on
Dreikurs poem to give guidence.

If a child lives with criticism, he learns to condemn.
If a child lives with hostility, he learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with fear, he learns to be apprehensive.
If a child lives with shame, he learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, he learns to be confident.
If a child lives with acceptance, he learns to love.
If a child lives with approval, he learns to like himself.
If a child lives with recognition, he learns it is good to have a goal.
If a child lives with honesty, he learns what truth is.
If a child lives with fairness, he learns justice.
If a child lives with security, he learns to have faith in himself and those about him.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved.
Dreikurs, 1972, pp. 28-29)