A knowledgeable teacher recognizes the significance of classroom discipline in facilitating effective teaching and learning. However, it remains a significant challenge for educators. Regardless of whether they are teaching a new class or not, teachers must dedicate themselves to refining their behavior management techniques to effectively handle student behavior.
Teacher Matters offers insights from prominent contemporary theorists, outlining nine strategies aimed at assisting teachers in addressing common classroom discipline issues that may arise in today’s classrooms.
Canter’s focus is on assertiveness and insistence. If, at first, these do elicit the desired behavior from students, well organized follow up procedures are brought into play. This strategy provides a very powerful system of corrective discipline.
The Skinner model is designed to be a powerful model for classroom teachers, one that can be easily modified and implemented with students of all ages and backgrounds.
Jacob Kounin
The Kounin focuses on how good classroom behavior depends on effective lesson management, especially on pacing, transitions, alerting, and individual accountability.
Rudolf Dreikers
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”.
Fredric Jones
Jones focuses on helping students support their own self control. Toward that end he emphasis’s effective use of body language, describes how to provide efficient help to students during independent work time.
Redl & Wattenberg
Fritz Redl and William Wattenberg implies that group behavior differs from individual behavior, teachers can learn how to use influence techniques to deal with undesirable aspects of group behavior.
Hiam Ginott
Ginott suggests that discipline is a series of little victories gained when teachers use sane messages; messages that address the situation rather than the students’ character; messages that guide students away from inappropriate behavior towards behavior that is appropriate and lasting.
William Glasser
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 behavior by meeting students’ basic needs for belonging, power, fun, and freedom.
William Rogers
Rogers implies that indecisive teachers hope for compliance but, in the real world, rarely receive it. Decisive teachers expect compliance they don’t demand it. Decisive teachers recognize that they cannot make students do anything.