Discipline Model

8/13/2019 Discipline Model

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DREIKURS - Logical Consequences

1. Pupils perform notice behaviour because they want to achieve certain goals.2. Pupils will attempt productive measure.3. Pupils will attempt many strategies to get recognise by the teacher and seek further

proof self-reliance & meaning fullness.

4. Pupils will seek attention through inappropriate behaviour if they cant get attentionthrough positive behaviour.

Pupils Misgoal Behaviour

1. Attention SeekingWays of attention seeking:-

- Active constructive:-o Competitiveo highly success orientedo perfectionisto tattle on others failures

- Passive constructive:-o vain, cute, flatteringo charms otherso manipulative

- Active destructive:-o power orientedo impertinento want their own wayo rebellious

- Passive destructive:-o Untidyo Lazyo lack of concentrationo lack of positive action

2. Power Seeking- after fail to get attention through Attention Seeking- completely control his environment and challenge any authority- Pupils characteristics


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o overwhelmed with self-sufficiento having their own ruleso refuse to obey class ruleso control-oriented:

stubborn cheating lying

3. Revenge Seeking- Fail to get attention from 1 and 2.- Feels treated unfairly.- Happy when others hurt.- Misbehaviour:-

o Bullyo Vandalismo Biaso Stealo Gangster

4. Display of Inadequacy- wants to be alone (always)- Fails to get attention through 1, 2 and 3.- Pupils:-feels worthless/useless

o Withdrawn from society-more withdrawn if attentions are given.o Attitude of helplessnesso give up easily

5. Teaching Style - To guide pupils to exhibit good/desired behaviour.i. Democracy

the best teaching style to be used in classroom discipline provides firm guidance but not promoting rebellion help pupils to understand that making decisions are firmly tied to responsibility develop a sense of belonging

ii. Permissive fails to realise the importance of classroom rules development of self-discipline is unimportant resulting chaos and poor learning atmosphere

iii. Autocratic force their wills on pupils no humour and warmth in the class-always serious pupils react with hostility to the demand,command and reprimands of the

teacher.


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6. Step To Exhibit Desire Behaviouri. ascertain pupils motive/mistake goals

ii. help pupils to understand their motiveiii. Exchange their mistaken goals to useful one. Help pupils to set a new goaliv. encourage pupils to be committed to his new goalsv. help pupils to understand the consequences of their behaviour


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WILLIAM GLASSER

1. He believes that every people need to fulfil their needs which are love, power & controlfreedom and last but not least is fun.

2. Reality therapya) A method of guiding people on how to direct their own lives, make more effective

choices, and develop the strength to handle the problems of life.

b) Pupils perform misbehaviour in order to achieve certain needs3. In classroom contexta series of steps to help pupils understand the choices that they

are making.

a) Teacher tries to help the pupil to identify his inappropriate behaviour.b) Teacher helps the pupil to identify the consequences of their inappropriate behaviour.c) The pupil needs to create a plan to eliminate inappropriate behaviour.d) Teacher helps the pupil to implement their plan or allows the consequences occur.

4. Lovea) Caringb) Concern

5. Power controla) Elect the pupils to be important person in class like class monitor, club president, and

prefect.

6. Freedoma) Give the freedom for them to choose their way of studies and subject like sports in

physical education.

b) Give them the choices to choose group members.7. Funa) Variety of activities in lesson plan.b) Have jokes, humour in lesson


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Jacob Kounin

1. Preventive discipline2. Focus on teachers ability to affect pupils behaviour through instructional

management.

3. Key concept:a) The ripple effect

Teacher correct one pupil, and the others will watch adjust their behaviour Can be correction of misbehaviour or praise.

b) Withitness Is ability to be aware of what is going on in the class.

c) Overlapping Able to attend to 2 or more issues at the same time.

d) Momentum Appropriate pass and progression through a lesson

e) Smoothness Able to conduct a lesson without interference Maintain the direction of a lesson without losing focus. Not being diverted by irrelevant question

f) Group alert Keep the whole class involved and interested Some of the ways

1. Ask pupils question randomly2. Physically move around the room3. Making jokes

4. Things that teacher needs to avoid:a) Over duelling

Stay on 1 topic too long Will cause boring

b) Fragmentation Disturb by the pupils irrelevent question

c) Thrust To forgets to give clear instruction at appropriate time

d) Stimulus-bond Is distracted by an outside stimulus and draws the classs

attention to it


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Discipline model

Canter Assertive

Reinforcement of appropriate behaviour and pupils acceptance of the consequences

Elementsi. Set of rules that pupils have to follow

ii. Those who follow the rules will get positive recognition Type of teacher

i. Hostile/aggressive-tends to burst out/over eachii. Non-assertive

iii. Assertive Steps of implementation

i. Develop their relationship with pupils to gain their thrustii. Establish class rules and routines

iii. Monitor students behaviour and keep recordsiv. Implement the consequences to reinforce good behaviourv. Use appropriate consequences to limit the behaviour

vi. Establish strong parental support

Skinner

The reinforcementi. Praise

ii. Tokeniii. Rewardiv. Privilege

Reinforcei. Removal of the reinforceii. Privilege

Steps of implementi. Identify/analyse pupils behaviourii. Develop behaviour modification plan

iii. Identify rules, reinforces and consequences

Documents

Discipline Model