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Behavior Management .... Nicole Version - Scribd

Behavior Management .... Nicole Version - Scribd

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Published by: tbolanz on May 14, 2012
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That which follows are brief descriptions of a few theorists whose works have influencedclassroom discipline practices between 1951 and 1998. Prior to 1951, classroom disciplinepractices 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 theirclassroom. Teachers were able to do anything a parent could do and it was seen as condoningabuse. This style of discipline was not developmental for students; the main factor was theteacher has the control.
Fritz Redl and William Wattenberg: Discipline through influencing group behavior
Redl and Wattenberg argue that students behave differently in groups thanindividually because everyone is a function of a group. They believed that groupsassig
n roles which can directly affect the class’s behavior positively and
negatively [group dynamics]. If there is misbehavior in the class then the teacherneeds to modify the group. When disciplining students, the teacher and studentswork together and appropriately deal with the behavior. Redl and Wattenbergbelieve that punishment should be at a bare minimum, if any, the punishmentshould only be mild. If discipline is being used, it needs to be delivered in apleasant manner.
Redl and Wattenberg’s mos
t useful idea is that it helps show how group dynamicsplay a role in behavior in a classroom. By watching how a group works with eachother it is a good way to watch peer pressure and is a way to show which studentis pressuring another student. I see a couple issues with this theory because I donot fully agree with blaming an entire group for misbehaving if there was only aselect few. Also how is this done? A teacher may have trouble watching the classfor a long period of time to watch group dynamics, also if punishment is verymild, if even used, some students may use that to their advantage.
B. F. Skinner: Discipline through shaping desired behavior
Skinner believed that behavior can be modified by the use of rewards. If you wantto alter a undesirable behavior then the consequences should also be altered. Thistheory can be used during many tasks and the student needs to be immediatelyrewarded after the desired action or behavior. Rewarding a student after thebehavior is a way to reinforce so the behavior changes and once it becomessecond nature to the child they only get rewarded every once and awhile. Skinnerdid not believe in punishment because he felt that punishing a child will just causethem to be upset and do the opposite of the desirable behavior.
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
2performing well, get some type of reward is a useful idea for the classroom. Thistype 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 child’s behavior strictly by
positive reinforcement; there are times where a teacher needs to be strict to stopbehavior quickly.
Lawrence Kohlberg
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 believesthat people behave, or misbehave, depending on which stage of moral reasoning
they’re 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. Kohlbergbelieves there must be a reason to punish a child and they should understand whatthey did before punishing.
In the classroom this theory would be useful because knowing which level astudent 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 thewrong action was and what should be done. A reason this may be hard toimplement in a classroom would be because this theory seems complicated. AlsoKohlberg is not very clear on how to punish or reason with the student.
and he actually teaching students how to address their behavior.-
I don’t believe students learn how to address their behavior. They just know not to
misbehave near a teacher.
Jacob Kounin: Improving discipline through lesson management
Jacob Kounin believes that good behavior comes from a good lesson. A goodlesson is one that keeps students active and moving with no waiting time formisbehavior to happen. Kounin also believes a teacher mus
t have “withitness”,
meaning a teacher needs to know what is going on at all times in the classroom bybeing able to handle more than one thing at a time and constantly scanning theroom. This theory has new view on punishment because if this is done correctlythere will be no need. His theory is about prevention over punishment.
I think Kounin’s 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 thestudents will be
have. I think having “withitness” is needed to run a successfulclassroom. My issue is what if there is misbehaving, Kounin’s theory does not
address punishment at all. What would actually be done if the students wereacting up in class is not addressed.
Haim Ginott: Discipline through congruent communication
Hiam Ginott’s 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 child’s behavior a teacher needs to limit criticism and should use “Imessages”. He doesn’t believe in punishment and it is important not to impose
guilt on the student. It is important to acknowledge their feelings and talk to themabout what is going on.
The most useful idea from G
inott’s 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 pastbehavior affect the present behavior. The least useful idea is there is no view onpunishment. 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
Rudolf Dreikurs beli
eves that student’s behavior is shaped by including students
in the rule and policy making. He feels that this forms a sense of community andthe students will valued. Involving students lets them determine their own fait andthey will believe in the rules
 because they helped create them. Dreikurs’ view on
punishment is that all consequences should be natural and logical. The studentswere part of making the rules so they will know what their consequences will beif they misbehave.
I think the most useful idea is that the students will have logical and naturalconsequences for their actions; this way they know what they did wrong and theirpunishment makes sense for their action. Having a child sit in a corner forthrowing paper does not make sense, but having them pick up all the paper from
the floor does because it’s 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
Canter and Canter believe that behavior is shaped by assertive discipline.Assertive discipline is done when a teacher controls the class in a firm, butpositive way. Their theory states that a teacher has the right to insist onappropriate behavior and control is needed. The teacher must have clearexpectations and use a firm tone of voice. Their view on punishment is that isshould be delivered as a choice, it is not enjoyable but not always harsh.
I think the
most useful idea from Canter and Canter’s a
ssertive discipline theory isthat the teachers have the right to expect students to behave, the right to receivesupport 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

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