Classroom Discipline Models (3)

8/12/2019 Classroom Discipline Models (3)

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Management ofclassroom discipline

Concept of discipline:

The rules that are enforced byteacher on pupils with thepurpose of controlling behaviour.


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Classroom Models

a. Behaviour Modification Model Skinner- Approach: Shaping desire behaviour andrestructuring the environment so that

unwanted behaviour- Use the principle of reinforcement/

reward /punishment.

Principle:i. Analyse student behaviour that ispresent and future desire behaviour.


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ii. Outlining the behaviour that needspecial attention.

iii. Need to identify the rules, reinforcers

and consequences that will be used.Pro and contra:i. Simple to use but may not last long.

ii. Promote extrinsic motivation and maycause loss of interest in actual reading.


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iii. Do not include strategies for theprevention of discipline problems buttend to emphasis on correcting

problems.


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Assertive Discipline Model(Canter)

i. Developed by a child guidance specialist,Lee Canter.

ii. Teacher has the right to establishclassroom rules and insist that studentsfollow the rules.

iii. It involves establishing rules and follow

through strictly with some rewards andpunishment as consequences.


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Canter Discipline Model

reinforcement of desired behavior

acceptance of students on the consequences

of the behavior shown


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rights of teachers and pupils

students' rights to learn in a classroom

environment that is conducive

right of teachers to teach without disruption

enforcement of regulations to ensure the

smooth running of classroom activities


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classroom management is done assertive

(confident and assertive).

Give a suitable reinforcement for desired

behavior


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iv. Classroom discipline plan allows teacherto clarify behaviours which are expectedfrom the students.

v. Students are also informed of what theywill get when they show good behaviour /misbehave.

vi. Teacher can respond to students actionin one of three ways:


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i. nonassertive approach:teacher fail to give clear picture of how youwant them to behave. It will create afree-for all environment in the class

room.ii. aggressive approach:teacher lost temper and address student inan abusive way.

iii. Assertive approach:clearly state your wants to your student andback up with appropriate action. Aggressive,

autocractic


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Recommended steps in applyingassertive approach

i. Create positive teacher-studentrelations.

ii. Establish clear rules and routines.

iii. Monitor students behaviours in theclassroom by keeping some records.

iv. Implement a system of positive

consequences to reinforce goodbehaviour.


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v. Use appropriate consequences to enforcelimits set.

vi. Establish strong parental support for

your plan.

(Completed on 31/1/08)


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Classroom management plan

explanation of the rules

Explaination how the implementation of rules

Check for student understanding

informed about the benefits

a description of corrective actions

how corrective actions are implemented

Check for student understanding


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Handling disruptive behavior, easy to

rebel, not motivated approached the students and try to win their

trust

pay attention and needs required by students

often find ways to communicate


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Teacher should analyse the case and seewhere the problem lies.

Create situation where students may findlegitimate ways to satisfy their need forattention. ( Balson, 1992)


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DREIKURS

IDENTIFY THE CAUSES OF MISCONDUCT

should be guided to understand the rules in

the classroom

need to be trained for self-regulation on the

management of classroom discipline

students and teachers together bear

responsibility in managing classroomdiscipline so that democracy should be

applied


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Logical Consequences Model(Dreikus,1968)

Dreikus believe that inappropriatebehaviour is motivated by a need to :

i. gain/ seeking attention.

- common form of misbehaviour.- student may use different strategies

to draw teachers attention.

- it will make the teacher annoyed andirritated.


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ii. Power struggle ( Conflict )

-

When student fail to gain attention , theyturn to fight with the teacher and end upwith conflicts.

- Teachers are required to maintain good

learning environment and some studentrefuse to cooperate by being stubborn.

- This is a war in our school.

- Conclusion: Teacher have to deal with thestudent in a proper and caring manner.

- Make the student understand his duty.


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iii. Extracting revenge

- When teacher stop students misbehave, theyfeel that they are being unfairly treated.

- These students will engage in attacking

behaviours such as stealing, violence anddestruction the property (Balson,1992).

- The most disturbing group to manage.

Try to make them realise their mistaken goal

and help them to use their energy in aproductive way.


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iv. Displaying inadequacy

- When students fail to achieve recognitionthey will withdraw themselves intoisolation. The main purpose of this

behaviour is to be left alone and havenothing to be expected from him.

- They try to convince themselves that they

are not capable as others and avoidfurther humiliation.

COMPLETED : 4/2/08 (1015-1115)


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students should be informed and to discuss

with the teacher about the rules to be

determined. Provide awareness to students,

the desired behavior will bring a pleasantresult

behavior that breaks the rules will bring

consequences with trouble.


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Strategies to deal with studentsmisguided goal seeking behaviour.

i. Ascertain students motive.

ii. Help student understand his motive.

iii. Help student exchange his mistaken goalsfor useful ones.

iv. Encourage him to be committed to hisnew goal.

v. Help student learn the consequences ofhis action.


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Suggestion how teacher good

communiciation with students. communicate positive things

- encourage increased

- identify student weaknesses

- learn from mistakes- believe that the ability of students

- cooperation

- sense of pride in the achievement of

students

- optimistic

- provide encouragement and motivation


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Group management(Kounin, Jacob)

- Based on the fact that theeffectiveness of classroom

discipline depends on monitoringclosely what happens in theclassroom.

- He introduced desist to maintaindiscipline in the classroom.


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criticism that teachers give clear, precise and

decisive.

teachers need to identify the real causes of

serious misconduct emphasis on careful monitoring and

supervision of teachers in classroom

management


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teachers should have withitness which is

capable to control and supervise more than

one classroom at a time.

teachers' ability to do two actions at one timecalled the overlap


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Ripple Effect

teacher action on any of the students also

can adversely affect other students.

more effective if teachers make the action

clear, firm and serious


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smoothness and performance of the activities

necessary for good classroom management.

teachers should avoid the trailing information,which is to repeat the things that are not

necessary and fragmentation.


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momentum of good teaching will help

students to prepare to participate in teaching

and learning activities.

started teaching with engaging pupils,teaching continuing smoothly make the

transition between activities in an efficient,

close to concluding


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Three major characteristic toapply desists

i. Clarity

- teacher must specify the

inappropriate behaviour. Example:Aini stop playing with the paperplane and continue coloring.

-You can give reasons: Aini if youkeep plying with the paper plane, youcannot finish your work.


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ii. Firmness

Use specific word to show yourseriousness.

iii. Monitor classroom at all times.

-need to keep the students focused

during the lesson.


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Reality Therapy(Glasser,1984)

- He developed Control Theory -psychological and physiologicalbehaviour of all living creatures

controlled by human needs.- Change to Choice Theory people

make choices to balance the needs.


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basic psychological needs of students,

including a sense of belonging and being

loved, have power and control, freedom and

the need for rejoicing. Curriculum and instruction must be focused

on basic needs


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4 basic needs

i. Love

- need for social acceptance.

ii. Power and control

- Martin (2000), in order to feelworthwhile, individual must havemeaningful influence on the world.

Glasser (2001), human being needsufficient power to regulate their lives.


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iii. Freedom

- Students long for freedom but parent andteacher have to control them.

iii. Fun- Glasser (2001), Not only human have fun,even though we seem to be only creature

who laughs. The older the creature, the lessit seems interested in fun.COMPLETED: 18/2/08


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- The core idea is that, regardless of whathas happened in our lives, or what we havedone in the past, we still can choose

behaviours that will help us to meet ourneeds in the future.

- In classroom context, Reality Therapy is a

series of steps to help children understandthe choices they are making.


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one technique to help individuals desire to

explore themselves yourself, make a

reflection about what is being done and the

truth will make a design on them in the future


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Reality Teraphy

help students identify the behavior

Shown reality effect or chosen by students re

submit a plan to help students manage

behavior

act as mentors


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- Reality therapy is consistent withChoice Theory which individual have torecognise that reality exists, and they

must fulfill their needs within itframework(martin, Sugarman & McNamara, 2000).


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Discipline Models and its Application

- Discipline models give structure andmeaning to classroom management and helpbeginning teachers to take necessary

action- Theories are obsolete if we simply

memorise them without understanding the

rationale. New teachers need to use trialand error to find the most effective one.

- But one size does not fit all

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Classroom Discipline Models (3)