EDUC 5240 Assignment 2 Models of Discipline PDF

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Unit 2: Models of Discipline - University of the People The way teachers behave with students leaves a lasting effect on the student’s behavior. While talking about discipline the only things that come to mind are negative things or instances. The word discipline often brings thoughts of punishment and scolding.

According to Cini (2017) discipline is one of the seven areas of teacher responsibility. She states that rules must have consequences. Of course, it’s the nature of students to test the teacher’s limitations from day one. But it is vital that teachers are consistent with expectations from the beginning and are fair, firm, and consistent. It is important to remember not to use unprofessional and illegal means to discipline students.

The purpose of this paper is to understand discipline as a concept and also evaluate two different theories and models of discipline namely the high-control/intervening model specifically B.F. Skinner’s Behavior Modification and low-control/guiding model the Inner Discipline model by Barbara Coloroso.

High-control/The intervening Model: This model operates on the belief that students' growth and development are a result of external conditions. The influence from the environment shapes and moulds children and is not viewed as having potential. Therefore, it is imperative that teachers need to select desired behaviors, reinforce those behaviors and take actions to weed out inappropriate behavior. In this approach, there is little or no attention given to the preferences and feelings of students because of the view that teachers’ are more experienced and know what is best for their success and what can control behavior.

Unit 2: Models of Discipline - University of the People Teachers using the intervening model believe that the Behavior of students must be controlled because they can’t manage or monitor their own behavior. Classroom rules are selected solely by the teacher and desired Behaviors are reinforced. Misbehavior usually leads to teachers taking quick and necessary steps to stop the disruption and redirect the student toward the desired behavior. The emphasis of this model is on managing behavior of the individual rather than of the group.

B.F.Skinner’s behavior modification (1938) is underpinned by his theory of operant conditioning and the key to this is behavior reinforcement. Skinner identified 3 types of responses that can follow behaviors, Neutral Operants, Reinforcer (both positive and negative) and Punishments.

A neutral response is to simply do nothing which will neither increase nor decrease the occurrence of desired behavior.

In a classroom environment, the desired behavior as a part of the rules is not to distract other students. According to Skinner’s theory, this behavior needs to be reinforced in a two-step process. First, students need to know that there will be rewards for desired and accepted behavior, which speaks to positive reinforcement. Second is to let the students know that there will be negative consequences for behaviors not desired and accepted. For example, when a student is asked to give a speech and he does so, if he is appreciated and given compliments from his teacher and his classmates he will be encouraged to do more public speaking in the future. However, if he is ridiculed or mocked for his attempt then he may do it out of a formality but not because he wants to

Unit 2: Models of Discipline - University of the People and feels recognized for his effort. Here, the reactions of the class and the teacher are the positive and negative reinforcers.

Punishment on the other hand is a consequence that decreases the occurrence of certain behaviors, although negative in nature it certainly has a positive outcome. Punishment suppresses undesirable behavior but may not necessarily eliminate it (McDaniel, 1980) For example, being aggressive to other students or teachers can lead to suspension or expulsion. This way, the behavior of aggression in the school is eliminated however suspension or expulsion might leave a lasting impact on the student. "As a general rule, observe a student in two different settings or two different types of activities," write Mather and Goldstein (2001). Therefore, considering alternatives before considering punishment as an approach is important.

Some negatives to consider are the person implementing the model needs to be well trained if not they will go back to using punishments and threats over reinforcements. Also, someone who is not trained well will try to end the process abruptly. This may lead to future occurrence of the bad behavio (Ducharme and Shecter, 2011). A good example would be is instead of managing a child’s behavior sending the child out of the classroom to manage the situation.

However, the positives weigh out negatives. Some positives are, rewarding individuals for good behavior. Specifically, for those students with ADHD researchers found that “increasing the opportunities to earn rewards and providing immediate feedback, had powerful behavioral effects” (Nowacek and Mamilin, 2007)

Unit 2: Models of Discipline - University of the People Low-control/The guiding model: In this approach, the belief is that students primarily control their own behavior and have the capacity to make individual decisions, which in turn help personal growth. The student's, preferences, feelings, and thoughts are considered when dealing with classroom management and discipline.

Here, the teacher has the responsibility to structure the environment to help the students’ control their own Behavior. For example, while setting classroom rules, the teacher helps and guides the discussion and enables students to identify behaviors that are deemed appropriate and also set appropriate consequences in the event those rules are broken. This low teacher control approach falls into the guiding model of discipline. With this belief, the students have a high degree of autonomy while teachers apply low control. However, it’s not necessary that the classroom goes out of control because the teachers guide and exert classroom control and Behavior.

In the theory of Inner Discipline, Barabar Coloroso states that the major goal of education is to teach students to conduct themselves in an acceptable manner. To do so, students must acquire an inner sense of responsibility and self-control. The main principles behind this theory are that joint efforts in schools create a sense of community; students experiencing realistic consequences for their behaviors feel that they will be able to better control their lives; punishment removes opportunities to learn and creates fear and resentment; Teachers to enforce reasonable, purposeful consequences and these must be used appropriately and backbone teachers give strong support to students to behave creatively leading toward inner discipline.

Unit 2: Models of Discipline - University of the People I think some positives of using this model are as follows - helps students solve problems on their own and throughout their life;; doesn't provoke conflict like punishment does; foster respect and classroom community between teachers and students. Some negatives of this model, since this response is expected to be slow and life long learning, it might be really slow in solving classroom disruptions; there're no suggestions provided for what happens when disrupptions happen when teacher made consequences are appropriate.

In my opinion, I prefer the High-Control/The Intervening model, especially Skinner’s approach to using reinforcements. In my classroom, I would use clear rules and mention expected behaviors at the beginning of the year and also explain to my students that there will be rewards for positive behaviors showcased and upheld and negative reinforcements for inappropriate behaviour. I am not a believer in extreme punishment however I will clearly set my expectations at the beginning of the term as to where punishment will be needed. From Ginnot’s notes (p147), it is clear that - The essence of discipline is finding effective alternatives to punishment. Finding alternates help avoid doing something drastic and regrettable. Punishment leads to the child being enraged and unteachable filled with hostility.

In conclusion, discipline is important but what kind and what amount is something teachers need to choose to keep both themselves and the students in mind.

Unit 2: Models of Discipline - University of the People References:

 etrieved from Cini, S. (2017).Seven Key Elements for Effective Classroom Management. R https://classroom.synonym.com/seven-elements-effective-classroom-management-6562940.html Ducharme, J. M., & Shecter, C. (2011). Bridging the Gap Between Clinical and Classroom Intervention: Keystone Approaches for Students With Challenging Hein, S. (n.d.). Notes from Haim Ginott's books. Retrieved from https://eqi.org/ginott.htm Mather, N. & Goldstein, S. (n.d.). Behavior Modification in the Classroom. Retrieved from http://www.ldonline.org/article/6030 Mcleod, S. (2018). Skinner - Operant Conditioning. Retrieved November 25, 2020, from https://www.simplypsychology.org/operant-conditioning.html Nowacek, E. J., & Mamlin, N. (2007). General Education Teachers and Students With ADHD: What Modifications Are Made? P  reventing School Failure: Alternative Education for Children and Youth, 51( 3), 28-35. Skinner, B. F. 1938 "The Behavior of Organisms: An Experimental Analysis", New York: Appleton-Century-Crofts The Edvocate. (n.d). What is inner discipline? Edudpedia. Retrieved from https://www.theedadvocate.org/edupedia/content/what-is-inner-discipline/...