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Theorists That which follows are brief descriptions of a few theorists whose works have influenced classroom discipline practices between 1951 and 1998. Prior to 1951, classroom discipline practices were completely different than they are today. Classroom teachers were authoritarians; they were completely in charge and could do whatever they wanted to keep order in their classroom. Teachers were able to do anything a parent could do and it was seen as condoning abuse. This style of discipline was not developmental for students; the main factor was the teacher has the control.

Fritz Redl and William Wattenberg: Discipline through influencing group behavior o Redl and Wattenberg argue that students behave differently in groups than individually because everyone is a function of a group. They believed that groups assign roles which can directly affect the classs behavior positively and negatively [group dynamics]. If there is misbehavior in the class then the teacher needs to modify the group. When disciplining students, the teacher and students work together and appropriately deal with the behavior. Redl and Wattenberg believe that punishment should be at a bare minimum, if any, the punishment should only be mild. If discipline is being used, it needs to be delivered in a pleasant manner. o Redl and Wattenbergs most useful idea is that it helps show how group dynamics play a role in behavior in a classroom. By watching how a group works with each other it is a good way to watch peer pressure and is a way to show which student is pressuring another student. I see a couple issues with this theory because I do not fully agree with blaming an entire group for misbehaving if there was only a select few. Also how is this done? A teacher may have trouble watching the class for a long period of time to watch group dynamics, also if punishment is very mild, if even used, some students may use that to their advantage.

B. F. Skinner: Discipline through shaping desired behavior o Skinner believed that behavior can be modified by the use of rewards. If you want to alter a undesirable behavior then the consequences should also be altered. This theory can be used during many tasks and the student needs to be immediately rewarded after the desired action or behavior. Rewarding a student after the behavior is a way to reinforce so the behavior changes and once it becomes second nature to the child they only get rewarded every once and awhile. Skinner did not believe in punishment because he felt that punishing a child will just cause them to be upset and do the opposite of the desirable behavior. o I believe that Skinners theory if used correctly should eliminate or decrease an undesired behavior. I think that rewarding children, who are following the rules or

2 performing well, get some type of reward is a useful idea for the classroom. This type of shaping would promote positive energy in the class but it does have a down fall. I think it would be very difficult to shape a childs behavior strictly by positive reinforcement; there are times where a teacher needs to be strict to stop behavior quickly. Lawrence Kohlberg o Lawrence Kohlberg believed that moral reasoning is down through a process of stages that we move through as we grow. There are three levels and six stages, and some people stay at one level without ever progressing. Kohlberg believes that people behave, or misbehave, depending on which stage of moral reasoning theyre in. He believes that when I child is getting punished that it is important to explain to them what they did and why they are being punished. Kohlberg believes there must be a reason to punish a child and they should understand what they did before punishing. o In the classroom this theory would be useful because knowing which level a student is at would help a teacher in knowing how to punish and teach that child. This is a good way to shape behavior because the teacher is explaining what the wrong action was and what should be done. A reason this may be hard to implement in a classroom would be because this theory seems complicated. Also Kohlberg is not very clear on how to punish or reason with the student. o and he actually teaching students how to address their behavior. I dont believe students learn how to address their behavior. They just know not to misbehave near a teacher. Jacob Kounin: Improving discipline through lesson management o Jacob Kounin believes that good behavior comes from a good lesson. A good lesson is one that keeps students active and moving with no waiting time for misbehavior to happen. Kounin also believes a teacher must have withitness, meaning a teacher needs to know what is going on at all times in the classroom by being able to handle more than one thing at a time and constantly scanning the room. This theory has new view on punishment because if this is done correctly there will be no need. His theory is about prevention over punishment. o I think Kounins theory could be very useful in a classroom by keeping in mind that if a lesson in well constructed and keeps students actively involved, then the students will behave. I think having withitness is needed to run a successful classroom. My issue is what if there is misbehaving, Kounins theory does not address punishment at all. What would actually be done if the students were acting up in class is not addressed. Haim Ginott: Discipline through congruent communication

3 o Hiam Ginotts theory on behavior is that a teacher should never ignore students feelings and a teacher should never characterize or prejudge the students. To shape a childs behavior a teacher needs to limit criticism and should use I messages. He doesnt believe in punishment and it is important not to impose guilt on the student. It is important to acknowledge their feelings and talk to them about what is going on. o The most useful idea from Ginotts theory is that it is students centered. His ideas are based on how it is making the child feel and the teacher adjusting accordingly, I find this very important. One other idea I like is that it is important to not let past behavior affect the present behavior. The least useful idea is there is no view on punishment. This would be hard to, and a lengthy process and it would not work to receive quick results in behavior.

Rudolf Dreikurs: Discipline through democratic teaching o Rudolf Dreikurs believes that students behavior is shaped by including students in the rule and policy making. He feels that this forms a sense of community and the students will valued. Involving students lets them determine their own fait and they will believe in the rules because they helped create them. Dreikurs view on punishment is that all consequences should be natural and logical. The students were part of making the rules so they will know what their consequences will be if they misbehave. o I think the most useful idea is that the students will have logical and natural consequences for their actions; this way they know what they did wrong and their punishment makes sense for their action. Having a child sit in a corner for throwing paper does not make sense, but having them pick up all the paper from the floor does because its a natural and logical consequence. The least useful idea with this theory is that the actual punishment is not addressed.

Lee and Marlene Canter: Discipline through assertive tactics o Canter and Canter believe that behavior is shaped by assertive discipline. Assertive discipline is done when a teacher controls the class in a firm, but positive way. Their theory states that a teacher has the right to insist on appropriate behavior and control is needed. The teacher must have clear expectations and use a firm tone of voice. Their view on punishment is that is should be delivered as a choice, it is not enjoyable but not always harsh. o I think the most useful idea from Canter and Canters assertive discipline theory is that the teachers have the right to expect students to behave, the right to receive support from the administration and the parents. I think this theory would work well if it was done school wide. The only problem with this is that almost

4 everyone has to do their part in assertive discipline or this theory may easily fall apart. o opportunity for teachers to engage in direct instruction within the classroom as well as helping students in determining what behaviors promote success and which do not. o It doesnt seek to find causes of behavior; it just suggests what to do if behavior arises. Late 20th Century Models/Systems Discipline Guided by Choice Theory: William Glasser o William Glassers Choice Theory states that a persons behavior is the result of their wants or needs at that moment. He believes that everyone has the ability to change their lives by the choices they make. Glasser believes that behavior is the response to a choice to satisfy one of five basic needs. He thinks to manage behavior a teacher must allow students to talk about their problems, like a support group and will help avoid past actions. o I think William Glassers idea about being reasonable and talking to a child to think about what is happening is a useful idea for a classroom. Also that he believes students may act up as a result of a basic need not being met is a good reason to be close to your students to help them if they need it. This theory is very optimistic, and not all children are reasonable, so I think this theory would be hard to use. Discipline Through Inner Self Control: Thomas Gordon o Thomas Gordon believes that there is no such thing is misbehavior, that there is always a reason for an action being done. A child is simply expressing a need of theirs through their behavior. behavior is what naturally happens when someone is expressing their needs. Thomas Gordon believes that it is important to build positive relationships with the students and does not believe in punishment. His theory is that a teacher should talk and be reasonable with the child and talk about their feelings. o I think that a useful idea of Gordons theory is that he feels that inner-self control is a good thing, also that it allows students to talk about their feelings. I think the least useful idea of his theory is that it requires a lot of training and there may not be enough time to implement this theory. Beyond Discipline: Alfie Kohn o Alfie Kohn believes that behavior is shaped by bribing and rewarding students. His theory involves shaping students by rewarding them by if you do this..you

5 get that. If you want a student to keep acting a certain way then you to continuously reward them. He does not believe in punishment and he uses to penalties in his theory. o I think the most useful idea of his to be used in the classroom is that it creates a loving and caring environment. His theory makes the classroom a positive place to be and will result in the students acting in a positive way. The least useful piece of his theory would be that he is against testing and he does not acknowledge what to do if students do not behave.

Ethnic Groups, Cultural Group, or Special Circumstances Diversity: Racial, Ethnic, Religious, Gender, Sexual Orientation, etc. o In order to work effectively within a diverse classroom it is important to recognize the different student backgrounds and values. Incorporating multicultural education and improving cultural competence in diverse backgrounds will help construct an effective learning environment. It is important to show appreciation for the intrinsic values of each student. It is also important to be fair by recognizing by treating each student with dignity and understanding.

Students with Attention Deficit and Hyperactivity Disorder (ADHD) o If a students had ADHD there are many ways to help this student succeed in the classroom. To keep the student focused I would have them seated in the front of the room to lessen distractions and give them options of how to sit because it may be hard to just sit still with feet on the ground. It is important to make this student feel included and not punished for having ADHD. Another way I would accommodate this student would be to include breaks for the class when I see the student getting frustrated. It may be a five minute break for the class or even send the student to go get a drink at the water fountain.

Students Who Abuse Drugs and Alcohol o If I had a student who was abusing drugs or alcohol my first step would to talk to the child and find out what is driving students to abuse drugs or alcohol. I would create a trusting atmosphere with for students so they felt safe and comfortable with me and knew I was trying to help. After getting the trust of the student I would find what options for treatment there are available and support the child in their efforts to become healthy. The most important thing I would do is be caring and supportive because it takes a community to raise a child, and support at school may be all this child has.

6 Students Prone to Violence, Bullying, and Hate Crimes o Students that are prone to bullying, violence and hate crimes need to feel that they are safe at school, just as all students should. As a teacher I would promote diversity in the classroom to try and avoid hate crimes and bullying. In the instance that a child would be bullied I would create a caring and trusting environment so hopefully they will talk to me about it. If it became a problem I would notify the parents and inform administration to take action. I would stop the matter quickly because there is no need for students to make other students feel bad about themselves. Bullying if not stopped can result badly, so I would not take any chances of it in my classroom. Economically Disadvantaged Students o In order to give students who are economically disadvantaged a fair education it will be important to hold high expectations for these students, and not to lower expectations for sympathetic reasons. I would create a positive and supportive classroom and offer extra help if needed during lunch or after school. I would also create a good relationship which each student by greeting each one and even sharing food on special occasions.