DISCIPLINE MODELS

Models of Discipline

Many teachers, especially new teachers, struggle with classroom discipline. There is really 'no one size fits all solution', it is by understanding a number of approaches that teachers are able to apply what works best for them in any given situation.

Nine contemporary models of discipline are presented for review:

You have a choice of reviewing the diverse approaches to discipline from theorists such as Rogers, Glasser, Dreikurs, Jones, Redl & Wattenberg, Kounin, Canter, Ginnott, and Skinner.

The Skinner Model of Shaping Desired Behavior

Human behavior can be shaped along desired lines by means of the systematic application of reinforcement.

Skinner's Key Ideas

This model includes new applications of Skinner's basic ideas. Skinner himself never proposed a model of school discipline. Other writers have taken his ideas on learning and adapted them to controlling the behavior of students in schools. The following ideas reveal the essence of Skinner's model:

   1.     Behavior is shaped by its consequences, by what happens to the individual immediately afterward.

   2.    Systematic use of reinforcement (rewards) can shape students' behavior in desired directions.

   3.    Behavior becomes weaker if not followed by reinforcement.

   4.    Behavior is also weakened by punishment.

   5.    In the early stages of learning, constant reinforcement produces the best result.

  6.    Once learning has reached the desired level, it is best maintained through intermittent reinforcement,  provided only occasionally.

7.    Behavior modification is applied in these two main ways:

o    The teacher observes the student perform an undesired act; the teacher rewards the student; the student tends to repeat the act.

o    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.

8.    Behavior modification successfully uses various kinds of reinforcers. They include social reinforcers such as verbal comments, facial expressions, and gestures; graphic reinforcers such as marks and stars; activity reinforcers such as free time and collaborating with a friend; and tangible reinforcers such as prizes and printed awards.

The Canter Model of Assertive Discipline

The Basis of Assertive Discipline

Canter maintains that an assertive teacher is one who clearly and firmly communicates needs and requirements to students, follows the expression of these needs and requirements with appropriate actions and responds to students in ways that maximize compliance. However he or she at no time or in any way, violates the best interests of the students.

A climate of care and support develops from what Canter calls "basic teacher rights" in working with students. These "basic teacher rights" include:

The right to establish an optimal learning environment for students, consistent with the teacher's strengths and limitations.

The right to expect and experience behavior from students that ,while contributing to the the students' optimal growth, also meets the special needs of the teacher.

The right to ask and receive help and backing from administrators and parents. When these basic rights of teachers are met, they are then in a position to provide a climate of positive support and care for the students. However for this potential to be realized an additional factor is required; this additional need is training in the use of assertive discipline techniques.

The Dreikurs' Model of Confronting Mistaken Goals

All students want recognition. Most misbehavior results from their attempts to get it. When frustrated in their attempts to gain the recognition they desire, their behavior turns toward four "mistaken goals". Teachers must recognize and deal effectively with these.

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. Most of their behavior is directed by their desire to belong.

4.    Misbehavior reflects the mistaken belief that it will lead to the recognition they want.

5.    Misbehavior is associated with four mistaken goals: seeking attention , gaining power , taking revenge , and displaying inadequacy. The goal in each case is to elicit certain responses from teachers.

6.    Teachers should quickly identify the mistaken goals and act to avoid their reinforcement.

7.    Teachers should encourage student's efforts while avoiding praise of either their work or character.

8.    Teachers should teach students that unpleasant consequences always follow inappropriate behavior.

The Kounin Model of Withitness & Organisation

Good classroom behavior depends on effective lesson management, especially on pacing, transitions, alerting, and individual accountability.

Kounin's Key Ideas      

1.     When teachers correct misbehaviours in one student, it often influences the behaviour 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 called 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 for the content of a lesson, which allows optimal learning to occur.

5.    Student satiation (boredom) can be avoided by providing a feeling of progress and by adding variety to curriculum and classroom environment.

The Glasser Model of Rational Choices

Glasser's work in the field of school discipline has two main focuses. The first is to provide a classroom environment and curriculum which motivate students and reduce inappropriate behaviour by meeting students' basic needs for belonging, power, fun, and freedom. The second focus is on helping students make appropriate behavioural choices that lead ultimately to personal success.

Glasser's Key Ideas (pre 1985).

1.     Students are rational beings. They can control their own behaviour. They choose to act the way they do.

2.    Good choices produce good behaviour. Bad choices produce bad behaviour.

3.    Teachers must always try to help students make good choices.

4.    Teachers who truly care about their students accept no excuses for bad behaviour.

5.    Reasonable consequences should always follow student behaviour, whether it is good or bad.

6.    Class rules are essential and they must be enforced.

7.    Classroom meetings are effective vehicles for attending to matters concerning class rules, behaviour and discipline.

Glasser's post 1985 Key Ideas

Glasser emphasizes four of them, which he contends are genetically inborn and cannot be denied even by students who would try, the four needs are:

1.     The need to belong, to feel accepted, to be a member of the group or class.

2.    The need for power, not so much power over others as power to control part of one's life and power to do things competently.

3.    The need for freedom, to feel at least partly in control of self, self-reliant, without constant direction from others.

4.    The need for fun, for enjoyment, for pleasure, for satisfaction.