MODELS OF CLASSROOM DISCIPLINE

SUMMARY

In this section, we will be going to look into two models of classroom discipline, and they are: The Kounin’s Model of Discipline.

The Skinner’s Model of Discipline.

THE KOUNIN MODEL

WITH-IT-NESS, ALERTING AND GROUP MANAGEMENT.

KEY IDEAS

The ripple effect: when you correct a student’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, classroom environment and by pupil’s awareness of progress.

THE RIPPLE EFFECT

Teacher issues encouragement and at the same time gives reprimands.

E.g.

“Good, I see a lot of you are almost done with your tasks, and I see a few people who may have to stay after school to finish,”

Makes students aware of the consequences of completing/not-completing their tasks.

Most powerful in childhood/primary levels.

WITH-IT-NESS

Describes teachers’ knowing what was going on in all areas of the classroom all the time.

Teachers need to assert this trait verbally, as students are only convinced that teachers really know what is going on if they give responses to classroom goings-on.

Handling the correct deviant on time is more important than firmness, or clarity of desist – students are less likely to misbehave.

OVERLAPPING

Ability to attend to two issues at the same time.

Teacher must be able to handle one thing without affecting the other, for example:

Students are playing while the rest are doing tasks in small groups. Teacher should have the small group continue while addressing the deviants from a distance, instead of stopping the small group activity, handle the deviants and reestablishing the small group work.

MOVEMENT MANAGEMENT

Smooth transition is important.

Teachers must be able to move smoothly from one activity to the next and maintain momentum within every activity – keeps students attention on task on hand.

EFFECTIVENESS OF KOUNIN’S MODEL

Very effective in preventive facet of discipline, maintaining a good learning environment and preventing misbehavior.

However, not effective (almost no help) in corrective facet of discipline, wherein misbehaviors must be dealt with and redirected positively.

NEO-SKINNERIAN MODELBEHAVIOR MODIFICATION

KEY IDEAS

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

Systematic use of reinforcement (rewards) can shape pupils’ behaviors in desired manner.

Behavior weakens if no reinforcement follow-up and punishment.

Once learning achieved, best maintained through intermittent reinforcement.

Can be easily modified with students of all ages and backgrounds.

TYPES OF REINFORCERS

SOCIAL

Words, gestures and facial expressions.

GRAPHIC

Numerals, checks, happy faces and special symbols.

ACTIVITY

In the form of activities that students prefer in school, e. g. playing games, decorating classroom, free reading etc.

TANGIBLE

Real objects that students can earn as rewards for desired behaviors.

EFFECTIVENESS OF NEO-SKINNERIAN MODEL

Powerful effect, as systematic attention and reinforcing becomes natural parts of the teaching act.

However, there are concerns over free will of students – Skinner rejected free will in principle, an essential human trait.

THANK YOU

REFERENCES

Kaufman, M., et. al. (1993). Managing classroom behavior: A reflective case-based approach. Massachusetts: Allyn and Bacon.

Marzano, R. J., et. al. (2005). A handbook for classroom management that works. Virginia: ASCD Alexandria.