The following 9 Models of Discipline are designed to provide information on how teachers might manage common day-to-day classroom discipline issues.
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Assertiveness and insistence are at the focus of Canter’s model. If, at first, these do elicit the desired behavior from students, well organized follow up procedures are brought into play. This model provides a very powerful system of corrective discipline.
The Skinner model can be a powerful model for classroom teachers, one that can be easily modified and implemented with students of all ages and backgrounds. Skinner’s model focuses on how human behavior can be shaped along desired lines by means of the systematic application of reinforcement.
Dreikers implies that 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.
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 . The second focus is on helping students make appropriate behavioral choices that lead ultimately to personal success.
The main focus of Jones’ model of discipline is on helping students support their own self control. Toward that end he emphasis’s effective use of body language, describes how to provide incentives that motivate desired behavior, and details procedures for providing effective and efficient help to students during independent work time.
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.
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. Instead their verbal language and body language convey an expectation that their reasonable requests will be followed.