Approaches to Classroom Discipline and Management

For creating a safe environment

Aaron Mancilla

Approaches to Classroom Discipline and Management for Creating a Safe Environment

TED 690

National University

February 7, 2021
Approaches to Classroom Discipline and Management

Abstract

For this review paper I will analyze the different models of classroom management disciplines
by providing foundations that enable teachers to have access and control to a classroom. I wil be
reviewing research based classroom management discipline strategies that encourage teachers to
act ahead of time by designing a prevention plan, and it also encourages teachers to design an
effective reaction plan.
Approaches to Classroom Discipline and Management

Approaches to Classroom Discipline and Management

Compare and Contrast Chart

In Unit 1, you have examined a number of models of discipline and management (e.g.,
Colorosco; Kagan & Scott; Jones; Curwin & Mendler; Gossen; Morrish; and Glasser). Fill in the
table below, comparing and contrasting four models in terms of a) goal(s), beliefs about
behavior, and the role of the teacher in the classroom.  

Example: Using Canter and Canter’s Assertive Discipline

Discipline Overall Goal or Beliefs about Teacher’s Role

Model Purpose Behavior in the Classroom
Example: To get students to Teachers have a right To take charge and be
Canter and Canter’s “choose” to conduct to teach and students assertive (not
Assertive Discipline themselves properly. have a right to learn aggressive, hostile or
without being permissive); clearly
interrupted by confidently and
misbehavior. consistently express
and model class
expectations.
Example: Classrooms
with Color-Card Flip
Chart.
Barbara Colorosco’s To create a flexible Students need to Teachers demonstrate
Backbone classroom classroom experience elements what students are
management and atmosphere. Promote of democracy, doing wrong.
discipline internal control. After students are Demonstrate
misconduct teachers responsible for their unconditional respect
help students own behavior. and understanding.
understand the Students are Create a constructive
consequences of such responsible for their responsible behavior .
actions. own actions. Trust Rules are simple and
on students. stated clearly.
Backbone strategies Consequences are
provides movement neutral and
to the whole reasonable. Example:
environment by being When discipline
flexible with every leaves dignity intact.
student.
Approaches to Classroom Discipline and Management

Make students Teachers demonstrate Teachers target the

Kagan & Scott understand that we to students that root of discipline
Win-Win Philosophy are on the same side misbehavior is the problems and the
Discipline with them (same side students unfulfilled needs of
orientation). Teachers responsibility. students. Teachers
and students work Teachers help understand the three
alongside to identify students identify the pillars, same side,
the root cause of cause of constant collaboration and
misbehavior. Allow misbehaviors. share responsibility.
students to develop Teachers help Teachers implement
“life long responsible students understand preventive
behavior”. that their behavior is procedures, example,
the cause of unmet expressing
needs. appreciation.
Example: After
misbehaving allow
students to realize
that is okay to be
upset but not okay to
overreact.
Curwin & Mendler To discipline students Teachers and Teachers create
Discipline with with dignity and students built positive motivation
Dignity without insults. The relationships to avoid for students to adopt
method used is hostile relations and new behaviors.
proximity, using a atmosphere. When Teachers are resilient
calm tone and an undesired behavior to power struggle.
nonviolently. The occurs teachers tone Teachers concerned
goal is for students to remains respectful. are the four core
take responsibility for Teachers help disciplines; treat
their own behavior. students develop the students with dignity,
principals and make responsibility
classroom rules that more important than
apply to both students obedience, model and
and teachers. teach the behaviors
Desirable rules are you expect from your
defined and students, and make
identified. sure the discipline
Invite students to talk strategies are
after school about practical. Teachers
their conduct. and faculty model the
desired values,
behaviors and
reactions.
Example: When an
arguments occurs
teachers insists on an
Approaches to Classroom Discipline and Management

acceptable behavior.
Dianne Chelsom Internally motivate Teachers recognize Teachers encourage
Gossen students to end that students will students to behave for
Restitution self continuous make mistakes and them and for self
discipline misbehaviors and these situations discipline. Teachers
conduct. provide opportunities recognize mistakes,
Restitution is a for students to take misconduct and they
systematic and responsibility, choose apologize in front of
creative approach to effective behaviors the class in order to
self discipline that and create positive set examples and
enables students to solutions. Provides modeling. Teachers
strengthen students the need to recognize
themselves by opportunity to line up their bad discipline
repairing their to the ideal person practices. Teachers
mistakes. they want to be establish the social
instead of behaving contract, is a “belief
in order to please statement” of how
others or avoid students need to
discomfort. behave. After
misconduct teachers
ask the question, “
could you have done
worse”, this will
allow the students to
internally reflect on
what they did wrong.
The teacher also
praises and gives
credit that things did
not turn so bad.

The models of classroom management disciplines provide foundations that enable

teachers to have access and control to a classroom. Research based classroom management

discipline strategies encourage teachers to act ahead of time by designing a prevention plan, and

it also encourages teachers to design an effective reaction plan. Without the implementation of

an effective classroom management discipline plan, teachers will lose teaching instruction time

to disciplining students during lessons. Disciplining students during a lesson will affect the time

and education of the entire class. However, I do believe that there is no perfect discipline plan to
Approaches to Classroom Discipline and Management

manage a classroom. I strongly believe that the best strategies are incorporations of research

based classroom management discipline strategies that work for other professionals. Even at that

we have to consider the demographics of the school, and I would consider differentiating

discipline strategies to meet the needs of parents and students. In my opinion, a discipline plan

consists of prevention, instant intervention, individual intervention, and continuous intervention.

One problem that I perceive from many classroom management discipline programs is that their

concern is only the classroom environment but not the school’s environment and surroundings. I

believe that we need to start realizing that the whole school needs to work together to end

misconduct from students, with that in mind collaborating would solve misbehaviors from

students.

As a future teacher, I understand that if I want to be an effective I need to manage my

classroom by eliminating misconduct and time disciplining students. Marzano and colleagues

believe that “effective teaching and learning cannot take place in a poorly managed classroom”

(Marzano, Marzano, & Pickering, 2003, p.1), for that reason it is important to study research

based classroom management models. The first model which I would use strategies from is

Barbara Colorosco’s Backbone classroom management and discipline model. The models goal is

to promote internal control when students are imperative and when they cannot behave. This

model advocates for teachers to help students understand that the consequences of bad behavior

can affect others and can endanger the health of others. Another strategy that this model is

concerned with is building trust with students, if such event happens students will not misbehave

because the trust would be broken. Personally, I like this model because students are allowed to

experience elements of democracy by allowing students to feel responsible for their own

behaviors. As a teacher I need to demonstrate unconditional respect and understanding, this is

Approaches to Classroom Discipline and Management

my philosophy and this model advocates for that. With that in mind, if a future student breaks

the rules instead of me conducting a punishment I will demonstrate what he/she is doing wrong

and I will emphasize that I understand and that I trust on him/her that the actions will change.

The second model of discipline that I will be using strategies from is Win-Win

Philosophy Discipline by Kagan and Scott. The Win-Win model is designed so that teachers can

demonstrate to students that teachers are on the same side with students, this is refer as same side

orientation. One way that I can implement this strategy is by “involve[ing] students in the design

of rules and procedures”(Marzano, Marzano, & Pickering, 2003, p.25), such manner will allow

the students to identify what disciplines and rules are important to them individually and as a

class. I will demonstrate that the rules important to them are also important for me. Another

aspect of this model is that teachers and students work alongside to identify the root cause of

misbehavior; this is only possible when teachers and students trust each other. I will demonstrate

to students that misbehavior is the students’ responsibility. I will help students identify the cause

of constant misbehaviors, and help students understand that their behavior is the cause of unmet

needs. My main goal is to allow students to develop “life-long responsible behavior”, this will be

met by finding solutions and presenting students with appreciation and respect.

The third model of discipline that I will be using is the model by Curwin & Mendler’s

Discipline with Dignity. It is important to recognize that “some teachers and other adults

directly contribute to an unsafe climate through their intimidation behavior” (Garbarino & De

Lara, 2002, p.77), many times teachers directly contribute to students’ discipline problems

because they don’t model the correct behavior, tone, and do not knowledge that students are

humans. This model of discipline is the contrary to those teachers that create a hostile

atmosphere. The belief of this model is that students are disciplined with dignity and without
Approaches to Classroom Discipline and Management

insults. I will practice dignity when I attempt to discipline students, this is important because

students will my students for a couple of years and it is important to eliminate hostile attitudes.

The model encourages teachers to use proximity with students that break the rules. Teachers

implement preventive procedures, by expressing appreciation and building relationships of

respect. I will practice appreciation as is going to help to eliminate hostile attitudes and

classroom’s atmosphere. When students break the rules I will use positive motivation for

students to adopt new behaviors. I will also remain resilient to power struggle. The goal of this

model is that by teachers building relationships with students hostiles atmosphere will be

eliminated and undesirable behaviors will not occur.

The fourth model of discipline that I will use is the Restitution self-discipline by Dianne

Chelsom Gossen. Restitution is a systematic and creative approach to self discipline that enables

students to strengthen themselves by repairing their mistakes. This model prepares teachers to

internally motivate students to end continuous misbehaviors and conduct. This model allowed

me to recognize that students will make mistakes, and that we need to provide opportunities for

students to take responsibility, choose effective behaviors and create positive solutions. After

analyzing this model I realized the importance to provide students the opportunity to line up to

the ideal person they want to be instead of behaving in order to please others or avoid

discomfort. I also learned to encourage students to behave and for self discipline. On the other

hand, if I make a mistake or I misbehave I will recognize my mistakes, misconduct and I will

apologize in front of the class in order to set examples and modeling. Teachers need to recognize

their bad discipline practices and errors. Finally, I will practice praise and will give credit to

students all the time; this will emotionally encourage students to keep behaving in class and

outside the school premises.

Approaches to Classroom Discipline and Management

References

National University. (n.d.). Nature of Discipline: PowerPoint presentation.   

Garbarino, J., & Lara, E. (2002). And words can hurt forever: How to protect adolescents from
bullying, harassment, and emotional violence. New York [etc.: The Free press.
Nissman, B. (2009).  Teacher-tested Classroom Management Strategies (3rd ed.). Boston, MA:
Pearson.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
Research-based strategies for every teacher. Alexandria, VA: ASCD.