The Skinner Model of Discipline Written by John Andrius The Skinner Model of Shaping Desired Behavior Human behavior

can be shaped along desired lines by means of the systematic application of reinforcement. Skinner's Key Ideas This model includes new applications of Skinner's basic ideas. Skinner himself never proposed a model of school discipline. Other writers have taken his ideas on learning and adapted them to controlling the behavior of students in schools. The following ideas reveal the essence of Skinner's model: 1. Behavior is shaped by its consequences, by what happens to the individual immediately afterward. 2. Systematic use of reinforcement (rewards) can shape students' behavior in desired directions. 3. Behavior becomes weaker if not followed by reinforcement. 4. Behavior is also weakened by punishment. 5. In the early stages of learning, constant reinforcement produces the best result. 6. Once learning has reached the desired level, it is best maintained through intermittent reinforcement, provided only occasionally. 7. Behavior modification is applied in these two main ways:

The teacher observes the student perform an undesired act; the teacher rewards the student; the student tends to repeat the act.


The teacher observes the student perform an undesired act; the teacher either ignores the act or punishes the student, then praises a student who is behaving correctly; the misbehaving student becomes less likely than before to repeat the act.

8. Behavior modification successfully uses various kinds of reinforcers. They include social reinforcers such as verbal comments, facial expressions, and

gestures; graphic reinforcers such as marks and stars; activity reinforcers such as free time and collaborating with a friend; and tangible reinforcers such as prizes and printed awards. The Skinner model can be a powerful model for classroom teachers, one that can be easily modified and implemented with students of all ages and backgrounds. Types of Reinforcers Types of reinforcers commonly used in schools fall into four categories: 1. Social. Social reinforcers consist of words, gestures, and facial expressions. Many students work diligently just to get a smile, pat, or a kind word from the teacher. Some examples are:

Verbal * OK. Wow! Excellent. Nice going. Exactly. Right. Thank you. I like that. Would you share that.

Nonverbal * Smiles, winks, eye contact, nods, thumbs up, touches, pats. walk beside, stand near, shake hands.

2. Graphic. Graphic reinforcers include marks of various kinds such as numerals, checks, happy faces, and special symbols. Teachers make these marks with felt pens and rubber stamps. They may enter them on charts or use a paper punch to make holes in cards kept by the students. They may attach stars or stickers that are commercially available in large quantities and varieties. 3. Activity. Activity reinforcers include those activities that students prefer in school. Any activity can be used as a reinforcer if students prefer it to another. Examples of activities that usually reinforce academic learning are:

For younger students:

being excused from a test.o Being a monitor. Systematic attention and reinforcing become natural parts of the teaching act. raisins. But do teachers see behavior modification for what it really is? And if they do. not designing or manipulative. appreciating its powerful effects. and friendly. badges. considerate.  For middle students: o Playing a game. chalk. etc. teachers do not even have to think of them. pencils. sharing a pet or toy. are its inherent dangers evident to them? Considerable controversy over these questions began decades ago and continues to the present time. They are widely used with students who have special behavior problems. choosing the song. felt pens. Examples of inexpensive reinforcers are: popcorn. being excused from homework. Tangible reinforcers are real objects that students can earn as rewards for desired behavior and are more powerful for some students than other types of reinforcers. Tangible. decorating the classroom. caring for the pet. One of the most perplexing questions has to do with whether. They come to see it not as manipulating students. 4. Students feel that the teacher is simply kind. Many primary teachers use tangible reinforcers regularly. and to what extent. but as freeing them to behave in ways that bring success and positive recognition. behavior modification amounts to blatant teacher control of students' thoughts and . After a while. free reading. That natural spontaneity makes reinforcement even more effective. crayons. going to an assembly. working on a special project. sitting near the teacher. having extra recess time. Comments on Skinner's Model Teachers who once begin using behavior modification in a systematic way tend to stick with it. occurring automatically.  For older students: o Working with a friend.

is quite docile. Reward him whenever he participates or works. tokens. which most people believe to be the essential quality that sets mankind apart from other organisms. or other tangible objects to reinforce and shape Jack's improvement. supplanting it with a control-system of compliance and external modification (Hill.actions. Application of the Model (Jack will not work) Jack. the keystone of behavior modification. Skinner rejected the concept of free will. he can hardly get Jack to participate in class activities. Reiterate the class rules regarding work. in Mr. He rarely completes an assignment. use points. How would Skinner deal with Jack? Skinner would suggest that Mr. they find behavior modification especially effective in preventive and supportive control. 1990). Identify a reward that is exceptionally attractive to him. He never disrupts class and does little socializing with other students. With regard to discipline. putting forth virtually no effort. like a bump on a log. actually serve to strengthen desired learning and behavior Some contend that rewards serve to reduce intrinsic motivation. Set up a contract with Jack. 4. But despite Mr. Praise Jack whenever he follows the rule. not all teachers like behavior modification. Related to that question is the concern over free will. Consider stronger reinforcers. though they admit it is slow and cumbersome (and often ineffective) when it comes to correcting misbehavior. Outline what he must do in order to earn the reward. 3. He doesn't seem to care. but those who do. research has cast doubt on whether rewards. say it makes teaching easier and more enjoyable. In truth. Jones try the following approaches with Jack. Share the contract . which he considered to be a formidable road block to understanding human behavior In recent years. He is simply there. Jones' class. Catch Jack being good (doing anything that is appropriate). 1. 2. Jones' best efforts. If praise is ineffective.

These consequences can be immediate or deferred according to the situation and context. rarely receive it. Clearing House. I want you to put that magazine in your bag or my desk . in the real world. Building classroom discipline: from models to practice. Knopf. 64-67 The William Rogers Discipline Model Written by John Andrius The William Rogers Model of Decisive Discipline Rogers suggests that indecisive teachers hope for compliance but. M.with Jack's parents to enlist their support. More information about this model may be found in the following references:  Charles. 1989. Instead of snatching objects off a student's desk. If Donna argues. . Rogers proposes that a directional choice be given. New York. each of these steps requires practice. Choice gives the ownership back to the student. Reinforce every improvement Jack makes. Decisive teachers expect compliance. Longmans Inc. Step 1: Tactical ignoring as a first action. An example would be 'Donna. (pages 40-54). not pleadingly or sarcastically). The key is to avoid boxing yourself or the student into a no-win situation. Levels of Decisive Teacher Action Rogers proposes four ever-increasing levels of decisive teacher action... Negative reinforcement: a positive strategy in classroom management. Beyond freedom and dignity. but rather the certainty of the consequences that makes them work. New York. 1971. 1982.. 56.thanks.    Hill. F.' (Thanks is said expectantly. B. Order in the classroom. It is not the severity of the consequences. Key Ideas If teachers can keep the language transactions at the least intrusive level they will keep the unnecessary 'heat' down. 1(7). Tauber. they don't demand it. Instead their verbal language and body language convey an expectation that their reasonable requests will be followed. Teacher. Skinner. 70-77. D. As with any skill development. C. Decisive teachers recognize that they cannot make students do anything. R. you can redirect or make the consequences clear. 1990.

Step 2: Simple direction or rule restatement. directional language. and if short and long-term consequences for infringement of learning. Instead concentrate on 'What are you doing?' and 'What should you be doing?' questions. fair rules covering key aspects of classroom life. face this way and listen. it does not necessarily condone it. Step 3: Secondary behavior (giving a clear choice). If redirective statements have not worked after three times. as being more disturbing than the primary misbehavior. and treatment (mutual respect and dignity) are outlined. but refuse to acknowledge it. when done consciously. Repeating the directions further will be self-defeating. complete with insolent.' Again keep the language brief. 'Michelle. 'That may be the case. arrogant. If the disruptive behavior continues or if the student continues to be argumentative.' Dignifying her reason for talking helps defuse the situation and helps avoid unwanted and unwarranted escalation of the problem. she responds by saying 'I was just showing him how to solve the assignment. repeating of step two . Donna. focused. use it thanks. and defiant nonverbal body and facial messages. Step two. It involves signaling that you are aware of the disruptive.can be enhanced by dignifying what Rogers calls 'secondary behavior Secondary behavior is that behavior that often follows a teacher's directive statement.the calm. 'When/then' or 'after/when' or 'yes/when' is better than 'No you can't because__' Directional language can also be focused on the rules. addresses the behavior you want to see. we've got a rule for asking questions. why are you picking on me?' This is the student's effort.' Saying 'thanks' or TA helps mitigate those times when a simple direction to a student may be taken as something more . an ultimatum. positive. 'Nathan. Sometimes teachers see this behavior ('I wasn't doing anything' or 'I was just sharpening my pencil'). and face front. Step 4: Imposing time-out. Don't get trapped by secondary behavior When Donna is directed to stop talking to a classmate.Tactical ignoring of disruptive behavior. yet firm. often attention-seeking behavior. Who knows. and expectant. . thanks. I want you to put the pen down thanks and face this way. to divert the teacher's attention away from the primary behavior .' 'Donna and Michelle.moving to step two. safety. turn around. It involves knowing what behavior to ignore and knowing how long you can ignore the behavior before taking further action .' Relating to ruleminders is the strategy of causal or direct questions.talking while the teacher is presenting a lesson. conscious or not. Step three .a challenge. Avoid 'Why?' questions. the consequences (immediate or deferred) need to be pointed out. 'We've got a fair rule for__ use it. they are not going to work. the choice can be given to students to work by the fair rules or face the consequences of their 'choice'. is a decisive discipline strategy. If a classroom teacher has clear. Dignifying a secondary behavior simply acknowledges that it may be true. Ta. but I want you to stop talking. turn around and pay attention to the lesson. she may have been helping a classmate.

1993. Unless ineffectively administered. Plymouth. . More information about this model may be found in the following references:   Rogers. It is. rule restatement. planned discipline language will improve the quality of discipline transactions by reducing unnecessary emotional exchanges and focusing on the primary issues. a time to reflect on one's own behavior and to come up with a solution to the problem that is acceptable to both the student and the teacher. may be used. according to Glasser (1969). Time-out sends a clear message to the entire school community about non-negotiable behaviors . Making a Discipline Plan.favoring the latter posture. Here. teachers need a crisis plan for out-ofcontrol children.A.from persistent minor disruptions to ongoing provocation and threatened individual or community safety. the teacher imposes some form of time-out. Summary Roger's Decisive Discipline model borrows from those of other discipline gurus especially other interactionalists. Rogers states that discipline is an essential factor of our leadership in classrooms. The use of welfare support groups and other counseling techniques may be called for.. Parental involvement. The language of discipline: A practical approach to effective classroom discipline. W.If redirection. He contrasts logical consequences and punishment just as Dreikers does . He stresses the value of rules and avoids asking misbehaving students why they have misbehaved as does Glasser in Schools Without Failure (1969). students need it. if practical. In the most extreme cases. ranging from in-class isolation to exiting the classroom. He maximizes student choice as does Glasser in Control Theory in the Classroom (1986). A. Thomas Nelson. just as Dreikers does. and alternative choices do not work. Melbourne. A cue system of some sort may be needed for dangerous students or for those who refuse to leave the classroom when directed. time-out is not a punishment.favoring logical consequences. Rogers W. He offers attention seeking and a need to belong as motives for misbehavior. 1989. Northcoate House. step four comes into play. Students should be told why they are receiving time-out. and these occur rarely. Thoughtful. He expands upon Glasser's The Quality School contrast of the characteristics between boss and a leader .

Groups create their own psychological forces that influence individual behavior Teacher awareness of group dynamics is important to effective classroom control. 8. and individual behavior affects the group. offering situational assistance. 4. Dealing with classroom conflict requires diagnostic thinking by the teacher. o o o o o o o o o o o o o o o . 2. encouragement.situational follow-up. Teachers maintain group control through various influence techniques. Appraising reality techniques involve helping students understand underlying causes for misbehavior and foresee probable consequences. Teachers need to be aware of the characteristic traits of group behavior. removing seductive objects. restructuring the schedule. and ignoring. Techniques to provide assistance include: helping students over a hurdle. This thinking involves: forming a first hunch. 7. They address the problem before it becomes serious. 5. These techniques include: supporting self control. They include eye contact. taking action.The Redl & Wattenberg Discipline Model Written by John Andrius The Redl & Wattenberg Model of Dealing with the Group Group behavior differs from individual behavior Teachers can learn how to use influence techniques to deal with undesirable aspects of group behavior Key Ideas 1. gathering facts. establishing routines. People in groups behave differently than they do individually. removing the student from a situation. Supporting self-control techniques are low keyed. and being flexible. 3. humor. Students see teachers as filling many psychological roles. Group expectations influence individual behavior. and physical restraint. Group behavior in the classroom is influenced by how students perceive the teacher. Teachers 'tell it like it is'. set limits. 6. applying hidden factors. appraising reality. and invoking pleasure and pain. Situational assistance techniques are necessary when students cannot regain control without assistance from the teacher. and clarify situations with post . offer encouragement. moving closer.

They generally have a highly developed understanding of others. Students sometimes take this role in order to mask feelings of inferiority. The following are some of the roles that can cause trouble in the classroom: Leader. responsibility. Teachers must be aware that the leaders they appoint are not necessarily the group's natural leader. 'A group creates conditions such as its members will behave in certain ways because they belong to it. but appear not to be involved. The group may need help in recognizing and discouraging this role. It may be necessary to point out this role to the group. and they embody group ideals. They are above average in most respects(intellect. especially when students are anxious. social skills. group members may support the disruptive antics of the clown as a way of expressing hostility to the teacher. Clowns. Teachers need to be aware of this kind of manipulation and be sure to focus their corrective actions on the instigator of misbehavior Instigators. and activities. For example. and individual behavior in turn affects the group. At times. Such mismatches often lead to conflict within the group. makeup. however. Group leaders tend to share certain qualities. A leadership role is available in almost every group. at the same time the manner in which the parts function affects the whole'. a student who is a leader in physical education may fulfill a different role in music. Roles of Individuals within the Classroom Redl and Wattenberg describe several roles that are available to individuals in groups.9. Fall Guys. A fall guy is an individual who takes blame and punishment in order to gain favor with the group. different people may act as leaders in different activities. They may even feel that they are benefiting the victim in some way. Clowns are individuals who take the position of entertainer of the group. Clowns sometimes help the group and sometimes hinder it. Instigators are individuals who cause trouble. . Clowning can be beneficial to both teacher and the group. and socio-economic status). Members of the group feelfree to misbehave knowing that they can set up the fall guy to suffer the penalties. The role varies according to the group's purpose. group expectations strongly influence individual behavior. In other words. Redl and Wattenberg view the group as an organism. thinking it best to make fun of themselves before others have a chance. Within the same group. as it is often undetected by them. or in need of relief from tension. They often solve their inner conflicts by getting others to act them out. Pleasure-pain techniques involve rewarding good behavior and punishing bad behavior Punishment should be used only as a last resort because it is too often counter productive. frustrated. Teachers need to look into recurring conflicts carefully to see if there is an unnoticed instigator.

5. furnishing information. Ego supporters. 4. Targets for hostility. an individual finds a place within the group one of the main desires of almost all students and becomes a functioning part of the organism. o Teachers arbitrate and make decisions when disputes arise. o Teachers maintain security in the classroom. affection. Some of these roles and images are: 1. requiring that work be done. 10. By playing a role. discover wrongdoing. manners. 13. o Teachers are the primary source of knowledge. Surrogate parents. it may be displaced onto teachers. Group leaders. o Teachers are a source of protection. 14. consistent environments. and thinking patterns typical of the community. Friends and confidants. Referees. Helpers in learning. work.Comment on Group Roles All of the roles described here are played by individuals in groups either because the role fills a strong personal need or because the group expects or enjoys it. approval. removing obstacles to learning. Source of knowledge. character. 7. values. Judges. o Teachers model customs. a resource from which to obtain information. Detectives. teachers fill many different roles and present many different images. Representatives of society. 8. and handout consequences. Caretakers. 11. and advice. and freedom from danger or threat. o Teachers help students learn by giving directions. 9. o Teachers support student ego by building student self-confidence and bettering self images. . o Teachers reduce anxiety by maintaining standards of behavior. o Teachers can be talked with and confided in. 6. o Teachers facilitate harmonious and efficient group functioning. and beliefs that students are to imitate. o Teachers judge students' behavior. 12. Objects of affection. Models. o When student hostility cannot be appropriately expressed to other adults. Like it or not. 2. 3. regular schedules. moral attitudes. o Teachers reflect and develop values. and facilitating problem solving. Psychological Roles of Teachers The ways in which groups and individuals behave in the classroom are greatly influenced by how they perceive the teacher. and progress.

Depending on the conclusions reached in diagnostic thinking. as well as crushes and hero worship. if they are aware of a strong group need. How would Redl and Wattenberg deal with Christine? Redl and Wattenberg would suggest that teachers take the following steps in attempting to improve Christine's classroom behavior: 1. . depending on how they wish to relate to students. Jabe's class. 1959. W. She never disrupts class and does little socializing with other students. Further information regarding this model may be found in the following references:    Charles. (pages 3-19). New York. the teacher would try out one or more of the following solutions: o o o o o o o o Sending signals to Christine. When we deal with children: selected writings. caring approach help? 2. teachers need to be sure that they are steady and consistent in the roles they do assume. (I know you are not working). Follow the steps in diagnostic thinking: Develop a hunch. C. Telling it like it is (each incomplete assignment causes you to fall further behind and affects your grade!). Harcourt. Moving closer to prompt Christine into action. 1989. teachers are assigned many roles by students. F. Application of the Model (Christine will not work) Christine.o Teachers are often objects of affection and esteem. try to discover hidden factors. try another solution if the first does not work. Christine rarely completes an assignment. 1972. 1951. Comments on Psychological Roles of Teachers As you can see. Building classroom discipline: from models to practice. In any event. Sometimes they have little choice about those roles. Redl. Redl. F. gather facts. Sometimes they may adopt or avoid certain roles. Jabe's best efforts. She is simply there putting forth virtually no effort. They may assume some roles wholeheartedly and avoid others completely. & Wattenberg.. Longmans Inc. New York. in Mr.. is quite docile. That might lead to questions such as: Does Christine have emotional problems? Are things difficult for her at home? Is she withdrawing into a fantasy life? Will a warm. But despite Mr. Mental hygiene in teaching. Showing a special interest in Christine's work. Removing Christine from the situation (You can return when you have completed your work). Bruce and World.. M. Employing humor (I know you'll want to finish this in my lifetime!) Offering assistance to Christine. Free Press. but they can usually decide in part on the roles and on how and when to assume them. She doesn't seem to care. New York. apply a solution.

2. Kounin's Key Ideas 1. and further. Teachers should know what is going on in all parts of the classroom at all times. The Ripple Effect From Kounin's studies into this phenomenon. Here is an example: . Student satiation (boredom) can be avoided by providing a feeling of progress and by adding variety to curriculum and classroom environment. Overlapping Kounin states that overlapping is the ability to attend to two issues at the same time. When teachers correct misbehaviors in one student. and to maintain consistent momentum within activities is crucial to effective group management. 3.The Kounin Model of Discipline Written by John Andrius The Kounin Model of Withitness & Organisation Good classroom behavior depends on effective lesson management. he concluded the following: The ripple effect may occur as the teacher gives encouragement ("Good. alerting. Withitness Kounin coined the term "withitness" to describe teachers' knowing what was going on in all areas of the classroom at all times. Kounin called this awareness. 5. I see that many of you are almost finished") and as the teacher gives reprimands ("I see a few people who may have to stay in after class to finish"). transitions. Kounin determined that this trait is communicated more effectively by teachers' behaviors than by their words. Kounin found that if students perceive that teachers are with it (in that they immediately choose the right culprit and correct misbehavior). it often influences the behavior of nearby students. especially in teacher-directed lessons. Handling the correct deviant on time is more important to classroom control than is firmness or clarity of a desist. they are less likely to misbehave. This is known as the ripple effect. 4. especially on pacing. which allows optimal learning to occur. 'withitness'. that it is effective only if students are convinced that the teacher really knows what is going on. It is weaker at the secondary and college levels where it depends on the popularity and prestige of the teacher. and individual accountability. The ability to provide smooth transitions between activities. The ripple effect is most powerful at the early childhood/primary level. Teachers should strive to maintain group alertness and to hold every group member accountable for the content of a lesson.

Ensure smooth transitions from one activity to another. however. momentum. Overlapping loses its effectiveness if the teacher does not also demonstrate withitness. where misbehavior must be stopped and redirected positively. Having the small group continue while addressing the card players from a distance. walking over to the card players and getting them back on task. Maintain group focus through alerting and accountability. Kounin does not believe that teachers' personality traits are particularly important in classroom control. As an entire system of discipline. What is important. is teacher's ability to manage groups and lessons. teachers must be able to deal with the entire class. In smooth transitions. they are more likely to remain on task. and to maintain momentum within an activity has a great deal to do with their effectiveness in controlling behavior in the classroom. and variety. Know what is happening in every area of the classroom at all times and communicate that fact to students. behavior problems are reduced to a minimum. Be able to deal with more than one issue at a time. challenge.A teacher is meeting with a small group and notices that two students at their seats are playing cards instead of doing their assignment. 3. the second approach involves overlapping. and transitions. As you can tell. then monitoring the students at their desks while conducting the small-group activity. Comments on Kounin's Model The techniques advocated by Kounin for class control are all intended to create and maintain a classroom atmosphere conducive to learning. Teachers' ability to move smoothly from one activity to the next. various subgroups and individual students. . and then attempting to reestablish the small group work. 5. 4. 2. or 2. 6. In order to function as Kounin suggests. To reiterate. Correct the appropriate target before misbehavior escalates. By keeping students busily (and happily) engaged. He did not mean physical movement of students or teachers. student attention is turned easily from one activity to another. teachers must learn to: 1. often at the same time. teachers find that Kounin's suggestions are of less help in supportive discipline and almost no help at all in the techniques of corrective discipline. Movement Management Kounin's research revealed an important relationship between student behavior and movement within and between lessons. one that also prevents misbehavior For that reason his suggestions fit best into the preventive facet of discipline. If students working independently know that the teacher is aware of them and able to deal with them. He meant pacing. The teacher could correct this either by: 1. There is no doubt of the value of Kounin's suggestions in maintaining a good learning environment. Stopping the small group activity. thus keeping student attention on the task at hand. he insists. Provide non satiating learning programs by emphasizing progress.

More information about this model may be found in the following reference:  Kounin. Use the ripple effect. 2. Do not disregard her just because she has been nonproductive." 5. Call on Donna in discussions preceding independent work. Jake's class. But despite Mr. Holt. She never disrupts class and does little socializing with other students. Hold Donna accountable with group focus techniques. "I see many people have already completed half their work. 6. is quite docile." Look at Donna. Donna rarely completes an assignment. Say to her. She doesn't seem to care. 1.. She is simply there putting forth virtually no effort. 4. How would Kounin deal with Donna? Kounin would suggest to teachers that they use the following sequence of interventions until they find one that is effective with Donna. (1971. Point out Donna's progress when it occurs: "Good! Now you are on the track! Keep up the good work. Discipline and group management in classrooms. . Continually challenge Donna to accomplish more. New York. Jake's best efforts. Let Donna know you are aware she is not working. in Mr. Provide variety. as a means of involving her in the lesson. 1977). This work must be done today!" 3. "I see you have barely started. "I'm afraid a few people will have to stay late to complete their work". later comment. Rinehart and Winston.Application of the Model (Donna will not work) Donna. J.

The Jones Model of Discipline Written by John Andrius The Jones Model of Body Language. 2. facial expression.effective body language. and then continues with his explanation. Sam and Jim probably stop talking when he sends these signals. (ii) incentive systems. 1. complete work. Sam and Jim are talking and laughing while Mr Smith is explaining the process used to divide fractions. 5. or getting out of one's seat without permission. including making noises. eye contact. Jones' Key Ideas. 2.talking without permission (80%) and general goofing off. and details procedures for providing effective and efficient help to students during independent work time. Toward that end he emphasis's effective use of body language. which includes posture. Practically all of this lost time results from two kinds of student misbehavior . 4. . Teachers in typical classrooms lose approximately 50% of their instructional time because students are off task or otherwise disturbing the teacher or other class members. Good classroom discipline results mainly from the first technique . Incentives & Efficient Help The main focus of Jones's model of discipline is on helping students support their own self control. But if they continue... daydreaming. and shakes his head slightly but emphatically. signals. and (iii) efficient individual help. He may give a fleeting palm-out signal. The following is an example of body language put to use as suggested by Jones: 1... and physical proximity. Mr Smith again pauses. also contribute strongly to good discipline. Mr Smith makes eye contact with them. describes how to provide incentives that motivate desired behavior. But if they continue. makes eye contact. which motivate students to remain on task. When teachers are able to provide individual help to students quickly and effectively. 3. pauses momentarily. A case of Body language in use. and behave properly. Sam and Jim probably stop talking when Mr Smith looks at them and pauses. Most of this lost teaching time can be salvaged if teachers systematically employ three kinds of techniques that strongly assist discipline: (i) effective body language. Incentive systems. 6. the students behave better and complete more work.

students are not left to do just anything. have nothing left for which to work. or seat them in opposite sides of the room. Mr Smith used only body language.. Educational Value To the extent feasible. The ineffective teachers typically made use of marks.. These are less desirable because they may be costly or difficult to dispense and they have little educational value. can be seldom justified. as a means of motivating students. Many teachers use tangible objects such as awards and certificates as incentives.3. stars. it will be dealt with by the principal. Incentive Systems Jones gives incentives a prominent place in his classroom management program. There are many educationally valuable activities that students enjoy greatly. and if the defiance continues. Mr Smith moves calmly and stands beside Sam and Jim. or as a last resort he informs them that they will be put on detention. Mr Smith makes eye contact with them and calmly says. nor do they proceed without rules of guidance. for many students. students were kept on task. The freedom is that of choosing from a variety of approved activities. but that most teachers used them ineffectively or not at all. Total . both individually and in groups. work on assignments. step by step. being dismissed first. Work that only keeps students occupied. What are some genuine incentives that can be used in the classroom? Generally. counselor and/or the boys parents. but teaches very little. plan with other students. In any of these cases. Despite the word "free". or pursue personal interests. I want you to stop talking right now. Instruction continued." Sam and Jim will almost certainly stop talking now. do art work. or having free time to pursue personal interests or to talk with friends. Such group activities are genuine incentives in that almost all students desire them sufficiently to make extra effort to obtain them. receiving a badge or being first in line does not compete strongly with the joys of talking or daydreaming. "Jim. students respond well to the anticipation of preferred activities such as art. and so forth. a follow-up conference will be necessary with the boys. He found that some of the most effective teachers used incentives systematically. The problem with such incentives is that they only go to the top achievers." If for any reason they defy Mr smith's direct order. Mr Smith stops the lesson long enough to separate the boys. 4. But if they continue. the less able students. having work displayed. Note that in all cases except the most sever. in which students may read. viewing a film. there was no verbal confrontation and only the slightest slowdowns in the lesson. Moreover. He asks the class. every class period should be devoted to activities that have educational value. One of the best for individuals is "free time". "Who thinks they can go to the board and show us how to divide five-eights by one-eighth? Tell us what to do. once out of contention for the prize. and teaching-learning time was preserved. vice-principal. Sam.

In such cases the teacher may suspend the incentive program for a time. Providing Efficient Help Jones asked teachers how much time they thought they spent on the average when providing help to each student who signaled. 4. Allow the class to vote from time to time on which teacher-approved activities they wish to enjoy during incentive time. Jones determined that all four problems could be solved through teaching teachers how to give help more efficiently. Establish and explain the system. it is easy to implement. it is likely to be for one of the following reasons: 1. In this case. Teachers need do only four things. 2. 4. 2. the offending student should be isolated in the room or removed to the office. 3. some students would waste several minutes while waiting. or an accident. it is effective for all students because all are brought into the picture. The preferred activities might have grown stale. This consumed much time and made it impossible for the teacher to attend to more than a few students during working time. Obtain a stopwatch and use it conscientiously. special events at school. Jones's research found that teachers actually spent around four minutes with each student. even if the amount of time spent was only one minute per contact. 3. Wastedstudent time. The class may temporarily be over excited by unsettling occurrences such as unusual weather. From Jones's observations he described independent seat work as having four inherent problems. with explanation and discussion. The teacher can establish a policy wherein the class will not be penalized for the actions of individual students that result in isolation or removal from the room. a holiday. Be prepared when necessary to conduct the class in low -preference activities for the amount of time that students might have lost from their preferred activity time allotment. and all students engage in the same activity during the time allotted. they are: 1. second. The teachers felt that they spent from one to two minutes with each student. Individual students may occasionally lose self-control or decide to defy the teacher. High potential for activities can be chosen by vote. Jones's system accomplishes two important ends simultaneously: first. The perpetual dependency. When it does not Work If an incentive system loses effectiveness. This is cured by allowing the class to discuss the matter and decide on new preferences. Insufficient time for teachers to answer all requests for help. He proposed three steps to accomplish this: . 3. they are: 1. 2.

("Your work is very neat" or "Good job up to here. that provide clear examples and instructions.Step one: Organize the classroom seating so that students are within easy reach of the teacher. is less likely to occur. Help provided in this way solves the major problems that Jones identified.") 3. ("Follow step 2 on the chart. These reminders are posted and can be consulted by students before they call teacher for help. To see how it is done. The previous example shows how four minutes can be unexpectedly spent in each interaction. this questioning method must be reconsidered. It involves learning how to cut to a bare minimum the time used to give individual help. and he insists that it be done in 20 seconds or less for each student." or "Regroup here. When errors are noted in their work. If help is to be provided more quickly. consider that teachers normally give help in the form of a questioning tutorial as follows: "What's the problem?" "All right. hints on sentence structures.") 2. the teacher can provide the same kind of help as that given to the others. 1Quickly find anything that the student has done correctly and mention favorably. You are forgetting the first step. Step three: This step is one that Jones places great stock. let me help you with another example. Leave immediately. or simply written directions for the lesson. such as models or charts. Otherwise the teacher uses too much time and energy dashing from one end of the room to the other. These might show steps in solving maths problems.) "No. Jones trains teachers to give help in a very different way. repeats question. Students spend little wasted time waiting for the teacher. Suppose__" Often in this helping mode the teacher virtually reteaches the concept or process to each student who requests help. Rapid circulation by the teacher also permits better monitoring of work being done by students who do not raise their hands. what did we say was the first thing to do?" (waits." (Waits until student finally makes a guess.) "No that was the second. The shallow concentric semicircles are suggested. Here is what the teacher should do when arriving beside the student: 1. Teachers have time to attend to every student who needs help. Step two: Use graphic reminders. What was it? think again. Jones' reminders for Teachers . Give a straightforward hint or suggestion that will get the student going. and misbehavior.

they do not have to be taken as a fullblown total system into the classroom. That is one of the advantages of Jones's suggestions . The acts he describes must be practiced repeatedly. Do not use threats. Sam rarely completes an assignment. Comments on Jones' Model Jones' research has isolated behaviors seen in teachers who are often called "naturals" in working with students. but can instead be practiced. Use encouraging facial expressions and hand signals every time eye contact can be made. Even when he looks down. How would Jones deal with Sam? Jones would suggest that Mr. Fortunately. Give Sam frequent help during seat work.The three skill clusters mentioned previously . time consuming training seminars to learn them. is quite docile. early and deal with it immediately. facial expression. 2. Application of the Model (Sam will not work) Sam.body language. Through specific training episodes. incentive systems. He doesn't seem to care. and gestures. aim for 10 second interactions. Andrew take the following steps to improve Sam's behavior: 1. He will be aware of it and it may make him uncomfortable enough that he will begin work. Make frequent eye contact with him. Andrews' class. Use body language instead of words. Show you mean business through your posture. Check on his progress several times during the lesson. . He never disrupts class and does little socializing with other students. Andrews' best efforts. 3. He is simply there. in Mr. most teachers can acquire the behaviors that typically characterize only the most effective. They can instead. Move close to Sam. give specific suggestions. Jones has also found that most of those behaviors are teachable. Reminders for teachers are presented below. establish rules and attend to misbehavior. although many teachers never learn them well within the pressures of day-to-day teaching. eye contact. and efficient help . putting forth virtually no effort. Use group incentive system to motivate work and good behavior. and move quickly on. 4. the teacher should make sure to look directly at him . But it is unrealistic to think that teachers can read Jones's work and then walk into the classroom the next day transformed.comprise the core of Jones's system of discipline. Provide individual help efficiently. Use physical proximity in dealing with misbehaving or defiant students. and added incrementally. Then they can take the new learnings into the classroom one by one. teachers do not have to go to expensive. But despite Mr. perfected. assess their own classroom behavior in light of Jones's suggestions and isolate certain behaviors they would like to improve. Stand beside him while presenting the lesson.       Catch misbehavior.

New York. This brings added peer support to Sam. . 1989...5. Set up a system in which Sam by working. 6. C. Positive classroom discipline. M. can earn rewards for the entire class. Further information regarding this model may be found in the following references: Charles.a certain amount of work earns something that Sam values.. Longmans Inc. Jones. Building classroom discipline: from models to practice. (pages 88-102). New York. 1987. McGraw-Hill. F. Set up a personal incentive system with Sam .