EDUP3043-MODELS OF CLASSROOM DISCIPLINE MANAGEMENT

EDUP3043
BEHAVIOUR AND CLASSROOM

MANAGEMENT

Summary
Classroom Discipline
Management Models

Summary of the
5 MODELS

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“Seventy-seven percent of teachers admit
that their teaching would be more effective
if they did not have to spend so much time

“ dealing with disruptive students
”(Public Agenda, 2004).”

Lee Canters

We cannot protect our children

“from life. Therefore, it is essential
”that we prepare them for it.

Rudolf Dreikurs

“Classroom management is not
about having the right rules,

“ it’s about having the right
”relationships.”

Anonymous

What is discipline in the classroom?

One must refer to the strategies a teacher uses to
manage student behaviors during lessons, as
well as the code of behaviour that the students
must comply with.
This code of behaviour usually includes rules of
attendance, dress code, social behaviour and
work ethic.

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CANTER’S THE CANTER MODEL
DISCIPLINE MODEL
Marlene and Lee Canter have developed a
MADAM YUSNEE YUSOFF-2022 discipline model based on thousands of

hours observing teachers in the classroom.

What they have included in their model is
based on what the successful teachers do.

Assertive Discipline is a direct and positive
approach to make it possible for the teacher

to teach and the students to learn.

CANTER’S It is based on several principles:
DISCIPLINE MODEL
1. Teachers should insist on responsible behaviour.
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2. When teachers fail, it is typically due to poor class
control. They can't teach and the kids are denied the
opportunity to learn.

3. Many teachers believe that firm control is stifling and
inhumane. False. Firm control maintained humanely is
liberating.

4. Teachers have basic rights as educators:

o The right to maintain an optimal setting for learning.
o The right to expect appropriate behaviour.
o The right to expect help from administration and

parents when appropriate.

CANTER’S 5. Students have basic rights as learners:
DISCIPLINE MODEL
o The right to have teachers who help them
MADAM YUSNEE YUSOFF-2022 develop by helping them limit self destructive
and inappropriate behavior.

o The right to have appropriate support from
their teachers for their appropriate
behaviour.

o The right to choose how to behave with
advance knowledge of the consequences
that will logically and certainly follow.

CANTER’S 6. These needs/rights and conditions are met
DISCIPLINE MODEL by a discipline plan by which the teacher
clearly states the expectations, consistently
MADAM YUSNEE YUSOFF-2022 applies the consequences, and never violates
the best interests of the pupils.

Assertive discipline consists of:
o Stating and teaching expectations early.
o Persistence in stating expectations and
wishes such as, "I need you to ..." and "I
like that." ["I messages don't interfere with the
pupil's positive self-esteem."You
are no good, why won't you behave," does
interfere.]
o Use of a clear, calm, firm voice and eye
contact.

CANTER’S o Use of non-verbal gestures that
DISCIPLINE MODEL support the verbal statements.

MADAM YUSNEE YUSOFF-2022 o Influencing student behavior without
threats or shouting.

o Practicing the broken record
technique calmly repeating the message
every time pupil tries to argue rather
than escalating into an argument.

CANTER’S 7. The assertive teacher is more effective than the
DISCIPLINE MODEL nonassertive or the hostile teacher.

MADAM YUSNEE YUSOFF-2022 It is the teacher's hostility and characterless-
that causes confusion and psychological
trauma in students, not calm, firm, consistent
assertiveness.

The assertive teacher is able to maintain a
positive, caring, and productive environment
in the classroom.

A caring and supportive environment fosters
a learning environment.

What are some of the 1. Personal attention from the teacher--
positive consequences greetings, short talks, compliments,
that so motivate acknowledgements, smiles, and friendly eye
students? contact.

2. Positive notes/phone calls to parents.

3. Special awards--from comments on papers to
certificates.

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4. Special privileges--five extra minutes of a
desired activity for the whole class, choosing a
friend with whom to work.

5. Material rewards--posters, school pencils,
popcorn.

6. Home rewards--in collaboration with
parents, privileges can be extended at home.
Completing homework can earn extra TV
time. Reading a book can earn a favorite meal.

7. Group rewards--Preferred Activity Time.

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MADAM YUSNEE YUSOFF-2022 SUMMARY

The Canter model emphasizes;

• Stating rules/expectations clearly,

• Applying positive consequences
when expectations are met and
negative consequences when they are
not met,

• Being assertive rather than passive
or hostile.

ALFIE KOHN BEYOND
DISCIPLINE MODEL

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ALFIE KOHN • Beyond Discipline: From Compliance to
BEYOND Community by Alfie Kohn is an alternative to
traditional discipline programmes that rely on
DISCIPLINE MODEL rewards, punishment, and compliance.

MADAM YUSNEE YUSOFF-2022 • Kohn criticises these programmes because
they foster distrust and power struggles. As an
alternative, Kohn contends that cultivating a
strong sense of community eliminates the
need for these programmes altogether.

• Students will learn self-discipline and self-
motivation when teachers focus their energies
on building community and involving students
in decision making

Kohn recommends that 1. Assume a negative view of children.

teachers move away from

traditional discipline
models which...

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2. Automatically put the child at fault without first
questioning the teacher's requests and curriculum.

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3. Rely on rewards and punishments to get
compliance from students for the wrong
reasons.

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4. Offer no real choices; for example, "You choose to sit at
this table by yourself by disobeying."

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5. Have the ultimate goal of the teacher having unilateral
control and the students mindlessly obeying

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The NEGATIVE results of discipline based models include...
• Low expectations for students
• Pseudo-community
• Punitive actions

• Negative consequences (Choose and suffer)
• Students acting out

• Students testing and resisting the teacher
• Students remaining silent and not engaged in learning
Students mimicking the teacher in a negative way (parroting)

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Kohn recommends that 1. Positive behaviors are built on strong
teachers move toward the and caring relationships between the
community classroom teacher and the students.
model where...
2. Teachers help students learn and
MADAM YUSNEE YUSOFF-2022 practice the skills they need to succeed in a
community, such as (but not limited to)

✓ Listening to others
✓ Using calming strategies
✓ Putting yourself in someone else's

shoes
✓ Apologizing and making restitutions

Kohn recommends that 3. Teachers and students
teachers move toward the consider the underlying reasons
community classroom for students' positive and negative
model where... behaviors.

MADAM YUSNEE YUSOFF-2022 4. Teachers are reflective and
continually improve their
curriculum and practices.

5. Teachers are flexible and
consider what will work with
individual students.

Kohn recommends that 6. Students are involved in
teachers move toward classroom decision-making and
the community authentic problem-solving.
classroom model
where... 7. Students use class meetings
to check if the classroom
environment is working for all
students.

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Strong
relationships

Creating Community
morally feel in the
outstanding classroom
young adults

Harnessing The POSITIVE Self-reliant
character results of community students
building
based models Democratic
High include... classrooms
expectations
for students

Maximized Empathetic
student students

involvement

MADAM YUSNEE YUSOFF-2022 Problem
solvers

DREIKURS MODEL

CONFRONTING
MISTAKEN GOALS

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According to Dreikurs..

There are three categories of
teachers:

(a) Autocratic
force their will on students in
order to control the class
motivate students with outside
pressures

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(b) Permissive.

• no explicit rules and consequences

• students fail to learn that successful living in
general society requires them to follow rules
(practise acceptable behaviour) and have self-
discipline

• Students are confused because they believe
that they are free from restraint and can do
whatever they want. However, they discover
that things do not go smoothly for them.

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(c) Democratic

• neither permissive nor autocratic
• firm guidance and leadership by establishing

rules and consequences
• Freedom grows from discipline.
• Students understand that consequences follow

behavior
• students free to choose behavior that will

attain their legitimate needs
• Discipline involves teaching students how to

establish an inner control that permits them to
choose correct behavior

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DREIKURS CONFRONTING MISTAKEN GOALS
MODEL
Discipline is not punishment.
MADAM YUSNEE YUSOFF-2022 It means self-control.

The teacher's role is helping
pupils to impose limits on

themselves.

Teachers can model democratic
behaviour by providing guidance and

leadership

Involving pupils in setting rules
and consequences.

All students want to belong.
Their behaviour is directed to

belonging.

DREIKURS MODEL CONFRONTING 4 MISTAKEN
GOALS
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ATTENTION GETTING

The Child’s Goal: Attention – keep others busy
or get special service

The Child’s Belief: I count (belong) only when I’m
getting noticed or getting special service. I am
important only when I’m keeping you busy with
me.

The Hidden Message: Notice me, involve me, I
want to connect

CAN YOU SPOT ME
ATTENTION SEEKER?

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POWER SEEKING

The Child’s Goal: Misguided power – to
be the boss

The Child’s Belief: I belong only when I’m
boss, in control or proving no one can
boss me. “You can’t make me.”

The Hidden Message:
Let me help. Give me choices. I want to
feel capable.

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REVENGE SEEKING

The Child’s Goal: To get even

The Child’s Belief: I hurt others as I
feel hurt. I can’t be liked or loved.

The Hidden Message: Help me, I am
hurting. Acknowledge my feelings. I
want to feel I count.

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DISPLAYING INADEQUACY/AVOIDANCE

The Child’s Goal: To give up and be left alone

The Child’s Belief: I can’t belong because I’m
imperfect, so I will convince others not to
expect anything of me. I am helpless and unable.
It is no use trying because I won’t do it right.

The Hidden Message: Show me small steps.
Celebrate my successes. I need to know I’m
okay as I am and help building up my courage.

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THOMAS GORDON

DISCIPLINE THROUGH
INNER SELF - CONTROL

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Gordon believed classroom discipline is
best accomplished by helping students
acquire an inner sense of self-control.

He insisted that teachers can no longer
rely on the traditional intervention
techniques of power-based authority,
reward and punishment, and win-lose
conflict resolution.

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Gordon urged teachers to replace

reward and punishment with

noncontrolling methods, such as…
• modifying the environment to reduce

student misbehavior;
• sending I-messages that do not set off

coping mechanisms in response to

power;
• practicing the no-lose method of

conflict resolution; acknowledging

feelings and perceptions;

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• actively listening to students; and

• avoiding roadblocks to
communication, such as giving
orders, warning, preaching, advising,
lecturing, criticizing, name-calling,
analyzing, praising, reassuring,
questioning, and withdrawing.

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Gordon strongly believed that teacher
effectiveness is greatly enhanced when
teachers use I-messages rather than you-
messages for expressing their needs and
feelings to students.

I-messages state how teachers personally
think or feel about situations and behaviour.

The following is an example of an I-message:
“I am having trouble concentrating because
there is so much no) in the room.”

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You-messages, on the other hand, are
statements of blame leveled at students'
behaviour.

They activate students’ coping mechanisms
(flee, fight, submit), with counter-
productive results.

This is an example of a you-message: “You
girls are making too much noise. You need
to quiet down.”

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Gordon’s Plan for Discipline
classroom discipline involves six major
elements:

(1) influence rather than control,
(2) preventive skills,
(3) determining who owns the

problem(behaviour window)
(4) confrontive skills,
(5) helping skills, and
(6) no-lose conflict resolution.

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MADAM YUSNEE YUSOFF-2022 The model has five main assumptions:
1. There are two problems that occur in

the classroom. These are:
a) when you or a teacher owns a problem

and
b) when another person or a student owns

a problem.

2. Some problems are acceptable while
others are not.

3. Your response must be dependent on
who owns a problem.

4. Communication roadblocks can
occur between teachers and students
when they are trying to solve a
problem.

5. Active listening is the best response
in situations of acceptable problems.

6. I-messages and no-lose conflict
resolution strategies are key tools that
should be used to deal with
unacceptable problems or behaviors.

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According to Gordon, two interpersonal
communication problems regularly occur in
the classroom. They are:

1. How to respond when a student “owns” a
problem: Here, the teacher considers the
student’s behavior to be acceptable.

This means it does not interfere with the
teacher’s meeting his or her needs.

The problem is: How would the teacher
respond appropriately in this situation?

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2. How to respond when the teacher
“owns” a problem: Here, the student’s
behaviour is not acceptable to you or the
teacher.

Thus, the behaviour interferes with you
achieving your needs and goals.

Here too, the problem is:
What is the appropriate response that
the teacher can use?

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Gordon recommended the use of I-
messages when responding to
unacceptable behaviors. Avoid the use
of you-messages.

When the use of I-messages does not
work, then the use of win-win conflict
resolution can be helpful for you to
handle unacceptable behaviors
effectively in your classroom.

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