EDUP3043i MODELS OF CLASSROOM DISCIPLINES-

Hi everyone.. MADAM YUSNEE
I’m Madam Yusnee.
Today I will summarise on the
models of classroom disciplines
management that you have
learned for the past few weeks

Grace is in Mr. Amir's class and is quite
docile. She never disrupts the class and does
little socializing with other students. Despite
Mr. Amir's best efforts Grace rarely completes
an assignment. She doesn't seem to care. She is
physically present but makes little effort or
contribution to the life of the class. How would
Canter deal with Grace?

Anyone to try?

Canter would advise Mr. Amir to :

Communicate the class
expectations clearly to Grace. Be
assertive and check that she has
received your message.

Use a firm tone of voice
and maintain eye contact
when reminding Grace
of the expectations.

Be consistent when you follow
through with pre-established
consequences. Make the negative
consequences more severe and the
positive consequences more
attractive until you find the level
that works for Grace.

Let Grace's parents know how her
behaviour concerns you. Explain
that Grace's best interests are
served by the the parents and Mr.
Amir working together to help her
too.

Whooaa..

Well done everyone.

• The technique is very simple with
assertive discipline.

• It puts the teacher in charge and makes
him or her "the boss" of the classroom.

• It does not use intimidation, threats,
sarcasm, or authoritarianism to get
results.

Principal techniques

• I will not tolerate any student stopping me from
teaching.

• I will not tolerate any student preventing another
student from learning.

• I will not tolerate any student engaging in any
behavior that is not in the student's best interest,
and the best interest of fellow students.

Principal techniques

• Whenever a student chooses to behave
appropriately, I will immediately recognize
and reinforce that behavior.

• I am an assertive teacher and I am the boss
in my classroom.

•.

Central methods of assertive discipline:

•Make the rules very clear; don't be
ambiguous.
•Catch students being "good."
•Recognize and support students when they
behave appropriately.

•Consistently let students know you are happy
with good behavior (be specific).
•Reward exceptional behavior.
•Make clear what the consequences are for
bad behavior.
•Follow through with negative consequences
for breaking the rules

Conclusion

Assertive discipline is a simple, effective system to
assist teachers in achieving peace and structure in the
classroom.

It is the most popular classroom management method
because of its simplicity and effectiveness. This
method requires that the teacher use an attitude of
cooperation and a "take-charge" assertive attitude to
elicit that cooperation from students.

•.

Next Let’s look at the case
studies..

Dreikur’s Logical consequences
model..

Elementary Case Study

Bessie is repeating the third grade. Her learning rate is probably low.
In math she will put anything down for an answer or she might put
down no answer at all. She seems afraid to recite. Dreikurs
concludes that the child is functioning on a lower level than her
ability allows. Bessie's teacher has spoken with the class about the
importance of being good listeners. It was decided and agreed upon
that while one student was reading aloud other students would wait
to raise their hands until the teacher asked for input. This would
encourage students like Bessie to recite without feeling nervous or
interrupted. Dreikurs notes how this strategy was effective in
inducing the whole class to give Bessie support and encouragement.
The teacher also began giving Bessie more time to finish her work.
By the next week, Bessie had improved a great deal. The teacher
remarked that she was proud of Bessie, drew a smiling picture on
her paper, and solicited encouragement from the principal as well.
Bessie's teacher, by identifying Bessie's fear of failure during recital
and removing pressure, allowed Bessie to discover that she could
solve the problems. After this realization, Bessie was soon able to
work at a faster pace. Furthermore, by encouraging Bessie, the
teacher nurtured Bessie's pride in her accomplishments (Dreikurs,
1968, p. 178).

•.

Explanation…

This case study focuses on the fourth goal of
misbehavior, or Helplessness and Inadequacy.

Bessie was refusing to try most educational demands
because she was unaware of her capabilities and
therefore refused to comply with classroom
expectations.

Bessie's problems are rooted in feeling discouraged.
Strategies that assist helpless students include
modifying instructional methods, teaching in a step-by-
step fashion, allowing for mistakes, building confidence
by recognizing achievement, and teaching positive self-
talk.

By modifying instruction based on Bessie's individual
needs, her teacher was successful. It is important to
note the significance of the teacher's responsibilities
when considering Dreikur's behavior management
techniques. These strategies require an openness and
caring for the student in order to achieve success.

•.

Middle School Case Study

Charles is fifteen years old and in the seventh grade. Although he
is three years older than the other students, he is small and
slight. He comes from a large family with many older married
siblings. There is a new baby at home. His sister, one year
younger than him, is also in the class. The teacher was assigned
the class four months prior following a substitute. He found
Charles to be disruptive and uncooperative. Charles would
wander around the classroom and speak out of turn regularly.
Although there were other disruptive students in the class,
Charles had a more malicious and arrogant demeanor. Dreikurs
theorized that Charles sought power and control and was
perhaps exhibiting elements of revenge. The teacher sought to
diffuse the situation by being friendly and courteous, yet was at a
loss for an effective strategy. A paddle was supplied by the
administration, but the teacher declined this approach. Dreikurs
felt that the paddle more than likely contributed to the disruptive
situation in the classroom and appreciated the teacher's
approach. The teacher found it difficult to maintain group
discussions on discipline in the classroom due to disruptions. He
observed that Charles migrated to the larger, more rugged boys
in the class, often trading punches. Charles once displayed a
switchblade, which the teacher firmly asked him to leave at
home. Dreikurs observed that the teacher did the right thing in
not confiscating the knife because Charles respected the
teacher's instructions and did not display the knife again.

•.

Continue..

One day when the teacher observed Charles out of his
seat again, he asked Charles why he was not seated.
Charles responded that he needed to find his book. It had
been fifteen minutes since the assignment requiring the
book had begun, so the teacher replied that perhaps
Charles better sit down before he lost his seat. This was
greeted with laughter by the class. Driekurs explained the
successful strategy of using humor to win the class over
to his side. "Solitation of group pressure is by and large a
powerful and effective method" (Dreikurs, 1968, p. 155).
Charles no longer held power and as a result conformed
to the classroom expectation of remaining seated.

•.

Explanation..

This example illustrates the Power and
Control and Revenge goals for motivating
misbehavior. Removing the ability to gain
power is an effective strategy for dealing
with these issues. Dreikurs suggests doing
the unexpected, removing the audience,
and using time-outs. Once again the
emphasis is on logical consequences.
Effectiveness is increased when these
consequences are set in advance.
Furthermore, this case study illustrated the
goal of Attention Getting. Some
suggestions Dreikurs gives are reducing
attention in favor of distracting the student
and emphasizing appropriate behavior.

•.

High School Case Study

Hal is the eldest of two children and a student in the
teacher's eleventh grade English class. Hal's parents
were divorced when he was eleven years old. His
mother usually worked in the evenings leaving Hal and
his brother on their own. Hal seldom did the
assignments, rarely participated in class discussions,
and was often absent. Hal and two classmates were
caught robbing a home and had succeeded in
robberies before. Hal was the ring-leader. All three
were put on probation. When at school, Hal appeared
nervous and assumed everyone was out to get him.
For example, if the teacher happened to look his way,
Hal would respond, "What are you watching me for?"

Dreikurs explains that Hal's defensive attitude is a
result of being pushed around and that because Hal
expects this treatment, he unintentionally provokes it.
Hal is seeking revenge against a society in which he
has no place (Dreikurs, 1968, p. 172).

•.

Continue..

When studying drama, the teacher asked Hal to
read for a part in a play. Hal did very well and
was awarded a leading role on the condition that
he keep up with classwork and attend all
rehearsals. Dreikurs noted that Hal was
ambitious and capable, as evidenced by his
criminal activities. By incorporating Hal into the
framework of productive society, Hal could now
use his talents appropriately. By taking a chance
on Hal, the teacher facilitated a situation in
which Hal gained confidence and cooperated
throughout the remainder of the school year.
Dreikurs felt that it probably was not solely the
play that was responsible for the changes in Hal.
Dreikurs adds the teacher must have employed a
great deal of encouragement and understanding
as well.

•.

Explanation..

This example of the Revenge goal
illustrates how the strategy of
acknowledging the student's power can
be extremely effective. Hal sought
status through his criminal activity. By
achieving this recognition through more
socially appropriate activities, such as
starring in the school play, Hal's goals
were met and the misbehavior was no
longer necessary.

Note:
These case studies come from the school
system of Gary, Indiana in the 1950's.

•.

Mistaken Goals:
Why students
misbehave??

According to Dreikur, the cause of students’
misbehaviour can be traced to the mistaken goals:
Attention Getting, Power seeking, Revenge &
Feelings of Inadequacy. Besides being the cause of
misbehaviour, if the teacher approach to these
‘mistaken goals’ are inappropriate the student will
continue to misbehave. Only the proper approach
will mitigate the situation.

•.

Theories of Democratic Teaching and
Management: Logical Consequences
The concept of logical consequences is another
component of Dreikurs’s model. The pre-requisite to
this concept is that appropriate classroom rules have
to be in place.

Behaviour Logical Consequence

A student writes The student must clean the wall
on a wall

A student broke The student, with the agreement
his friend’s pencil of his parents, to pay for the

pencil that he broke

A student did not The student does his work during
do his homework PE or after school (with the

agreement of his parents)

•.

NEXT…

KOUNIN’s
GROUP MANAGEMENT
MODEL

What is the Kounin model?

Kounin's model focuses on preventive discipline --
techniques and strategies designed to prevent the
occurrence of discipline problems in the first place.

Kounin's key ideas include the "ripple effect,"
"withitness," "overlapping," effective transitions, class
management, and satiation.

What is overlapping in teaching?
• Overlapping is the ability for a teacher to in a

word, multi-task. Being able to present a new
topic while preventing misbehaviors is
essential for a teacher.

• The concept of overlapping ties into the idea
of withitness as well. Momentum is the flow of
a lesson.

•.

Which of the following describes the difference
between overlapping and with it ness?

Overlapping is when a teacher is able to take
attendance and also support students as they start
their warm up.

Whereas with-it-ness is when a teacher is able to
anticipate that around ten minutes before the bell a
student will lose his focus and need a gentle
reminder to stay on task for just a few more
minutes.

Do teachers have eyes on the back of their
heads?
Teachers do have eyes in the back of their
heads; well, sort of. If having eyes in the back
of one's head means being able to see all
kinds of shenanigans going on in the
classroom, while the teacher's back is facing
the class, then yes, it's true.

•.

Ripple Effect.

• The "ripple effect" occurs when the teacher
corrects a misbehavior in one student, and this
positively influences the behavior of other
nearby students.

• The ripple effect is influenced by the clarity and
firmness of the correction. The effect is greater
when the teacher clearly names the
unacceptable behavior and gives the reasons
for the desist.

• Firmness, that is, conveying an "I mean it"
attitude, enhances the ripple effect. The ripple
effect is greatest at the beginning of the year
and diminishes as the year progresses.

• At the high school level, Kounin found that
respect for the teacher along with high
motivation to learn leads to the greatest
student involvement and minimum
misbehavior by students.

•.

Transitions.

Student behavior is influenced by the
smoothness and effectiveness of transitions
between tasks in a lesson. Failure to gain the
students attention, unclear and confusing
directions, using lengthy explanations, dwelling
too much on the details rather than focusing on
key points, and allowing students to take too
much time moving from one task to the next
contribute to student misbehavior.

Well-established routines, a consistent signal for
gaining the class attention, clear directions,
preparing students to shift their attention from
one task to another, and concise explanations
that highlight the main points of the task help
reduce student misbehavior. Kounin found that
smooth and effective transitions are one of the
most important techniques in maintaining
student involvement and class control.

•.

Group Focus.

• The ability to keep members of the class or group
paying attention to the task is essential in maintaining
an efficient classroom and reducing student
misbehavior.

• Effective grouping maximizes active participation and
keeps students engaged in learning. Accountability is a
powerful force in keeping students on-task.

• Accountability measures can include record-keeping --
both teacher - and student-maintained (checklists,
task cards, etc.), public recognition, skill testing, and
written work..

When students know that they will be held accountable for their
learning and behavior and teachers know how each student is
progressing, student misbehavior decreases.

• Another important technique is alerting -- focusing the attention
of the group.

• Directing students attention to the critical cues in the
demonstration, using questions to check for students
understanding, and varying the student who is called upon to give
an answer are some ways to focus the class attention.

• Student involvement is increased and misbehavior reduced when
teachers hold the attention of the class.

•.

Maintaining Interest and Involvement.

• Satiation, which means being satisfied or
having enough, is used by Kounin to describe
students progressive loss of interest in the
task. When students experience satiation or
boredom, other behaviors emerge.

• Students may introduce variations into the
task, work mechanically on the task without
giving it much thought, or try to create some
excitement through fooling around with a
classmate or engaging in other forms of
misbehavior.

Kounin suggests reducing satiation by providing
students with a feeling of progress, offering
students challenges throughout the lesson, and
being enthusiastic. Variety reduces satiation and
alleviates boredom. Changing the level of
challenges, restructuring groups, extending the
task, and using different teaching styles add
variety to the lesson.

Kounin's key ideas that help make an
effective classroom:

1.If a teacher can correct a
misbehavior by using one student as
the instigator, other students within
the classroom normally will correct
their misbehavior as well!

This is what Kounin meant by the
"ripple effect".

2. All teachers should be aware of what is
taking place within all parts of the
classroom at any given time.

"Withitness" is what Kounin describes
this as.

3. According to Kounin, if the teacher
can create little chaos between
activities, keep on task, and utilize
good time management skills they
are modeling effective group
management.

4. All educators should be able to
maintain group alertness, as well as hold
each member of the group accountable
for understanding the content of the
lesson.

Kounin believes that by doing this, all
students have a chance for optimal
learning.

5. In order to avoid students getting bored or
uninterested, the teacher should give
assignments and tasks that provide the students
with a feeling of progress or accomplishment
when completing the assigned work.

Kounin also stresses the importance of creating
a diverse curriculum, as well as a change in
environment every now and then.

❑ Kounin discovered the fact that if students
think that the teacher is alert/aware of what is
going on within the classroom, they are not
likely to misbehave.

❑ This is because the teacher has effective
classroom management skills that leaves little
room for misbehavior or discipline to occur.

❑ By having a teacher-
directed curriculum where
the classroom students
know who is the "boss"
they are less likely to try
and take over the
classroom.

If misbehavior occurs,
it is crucial to correct
the problem within a
timely manner in order
for the discipline to be

effective.

It is always beneficial to try
your best to discipline the
correct student, if you
misjudge and correct the
wrong student, your tactics
will be less likely to work on
future problems within the
classroom.

Alright we have covered all the Models
of Classroom Discipline Management.

Hope you will able to apply all the
models in the real life situation.

“Effective classroom discipline…
should be a means of helping
students become caring, ethical

individuals”
(Hardin, 2008, p.147)

THANK YOU

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