Theory Worksheet
Name Name of Approach Key Terms
List and define 4 terms from the
reading
B. F. Skinner Discipline through 1. Shaping behavior/Behavior
shaping desired modification: intentionally
Behavior: what through systematic
skinner called the reinforcement.
reinforcing stimulus, 2. intermittent reinforcement:
must be received means given the occasionally,
soon after the is sufficient to maintain
behavior occurs, if it desired behavior once it has
is to have an effect. become established.
3.successive approximation:
in which behavior comes
closer and closer to a preset
goal.
4.Constant reinforcement:
given every time a student
behaves as desired, helps new
learning become established.
Jacob Kounin Principal teachings: 1.Wittiness: classes where
The central factor in best behaved displayed this
managing behavior, teacher awareness.
Kounin asserted,
was going in all 2. Momentum: he used this
parts of the term to refer to a condition
classroom at all where teachers started lessons
times and dealing with dispatch, kept lessons
with incipient moving ahead, made
problems before transitions among activities
What Is Important
Explain 2 things that are
important about the approach
1. Skinners work was first
done on laboratory animals
convinced him that much if
not most of our voluntary
behavior is shaped by
reinforcement we receive
immediately after
preforming an act.
2. skinner stressed that
punishment should not be
used in behavior shaping
because its effects were
unpredictable.
1.Kounin also focused a
great deal on lesson
management as a means of
keeping students on tasks
and involved.
2. He noted that effective
teachers use identifiable
tactics for gaining student
attention and clarifying
What is Unique
Explain 2 things that are unique
about the approach
1. reinforcement can be thought
of as reward, though reward is a
term skinner never used in his
work. Simply put, when we do
something and are rewarded for
it, we are more likely to repeat
that act and even try harder.
2. Although skinner did not
concern himself with classroom
discipline per se, his
discoveries, concerning the
shaping of behavior lead him
directly to behavior
modification, which is still used
to speed and shape academic
and social learning.
1. Kounin Identified a number
of teacher strategies that help
students remain engaged in
lesson with resultant reduction
in misbehavior.
2. the interconnection he
identified between ways of
teaching and control of
 they turned into efficiently, and brought
misbehavior. lessons to a satisfactory close.
3. Smoothness: referring to
the steady progression of
lessons without abrupt
changes.
4. Satiation: over-exposure to
a given topic.
Haim Ginott Discipline through 1. Congruent communication:
congruent which is communication that
communication: the is harmonious with students’
critical role of feelings about situations and
communication in themselves.
discipline especially
concerning how 2. Appreciative praise: this is
teachers talk to and praise in which the teachers
with there students. show appreciation for what
the student has done, without
directly evaluating the student
character or talent.
3. Sane messages: messages
that focus calmly on what
needs to be corrected without
attacking the student’s
character or personality.
4, Genuine discipline:
meaning you are nurturing
the child’s feelings and how
expectations. behavior lead to a new line of
thought concerning how
teaching influences behavior.
1. he showed the importance 1. He reminded teachers that
of the teacher being self- learning always takes place in
controlled and, beyond that, the present tense. By that, he
the value of congruent meant teachers must not
communication which Is prejudge students or hold
teacher communication that grudges.
is harmonious with student
feelings and self-perception 2. he insisted that with praise
evaluative praise is worse than
2. teacher who have tried to none at all and should never be
use Ginott’s suggestions as used.
their total system of
discipline have found
something lacking. Teachers
want their discipline system
to be humane, but they also
want it to put a quick stop to
behavior that is offensive or
disruptive.
 they feel about themselves
and them growing.

Rudolf Driekurs Discipline through 1. democratic classroom: one
democratic teaching: in which teacher and students
seeking out and work together to make
dealing with decisions about how the class
underlying causes of will function.
misbehavior.
2. autocratic classrooms: the
teacher makes all decisions
and imposes them on
students, learning no
opportunity for student
initiative and responsibility.
1. almost all students have a 1. teachers should learn how to
primary and compelling identify mistake goals and deal
desire to feel they are a with them.
valued member of the class
and that they belong. 2. he said teachers should never
use punishment and instead of
2. students sense of praise, he would have teachers
belonging when teacher and use encouragement.
others give them attention
and respect, involve them in
activities, and do not
mistreat them.

3. Permissive classrooms; the

teacher fails to require that
students comply with rules,
conduct themselves
humanely, or deal with
consequences for their
misbehavior.

4. Punishment: is a way for

teachers to get back at
students and show who’s
boss.

Lee & Marlene

Canter
William Glasser Choice theory His 1. Quality curriculum this 1. He believed that when 1. He first called his approach
theory was that the consists of topics students child feel a sense of “control theory” but later
teacher needs to find enjoyable and useful. belonging is met by changed it to “choice theory”.
focus on meeting involving the students in
 students’ basic needs 2. Quality learning: this
as the primary means teachers are holding
means of ensuring discussions with students and,
class participation if the students are old enough,
and desirable ask them to identify what
behavior. they want to explore in depth.
There should also be adequate
time to be spent on
instruction that helps students
learn the identified topics
well.
3. quality education: is made
evident in depth of
understanding together with a
good grasp of its usefulness.
4. Boss teachers: is defined
as a teacher who talks rather
than demonstrate and rarely
ask for student input. They
grade the work without
involving students in the
evaluation. They use coercion
to try to make students
comply with expectations.
Thomas Gordon Approach: 1. I-messages: state how
Discipline through teachers personally think or
inner self-control: feel about situations and
He believed that behavior.
classroom discipline
is best accomplished 2. You messages: are
by teaching children statements of Blame leveled
a inner sense of self at students behavior.
control. 3.Collaborative rule setting:
means students and teachers
class matters and seeing they
receive attention and
recognition for teachers and
others.
2. He believe that when
children like the topics being
the studied, they will want to
learn more about them, and
they usually do well and
don’t misbehave as much.
1. He believed that teachers
need to use non-controlling
methods such as modifying
the children’s enviroment to
reduce student misbehavior.
Sending I- message that do
not set off coping
mechanisms in response to
power practicing the no-lose
mechanism method of
2. He worked with juvenile
offenders that convinced him
that teachers could help
students make better personal
choices that would result in
better behavior in the
classroom.
1. The development of student
self-control is possible in the
classroom but only teacher,
give up their controlling power
over students.
2. I loved when he idea about
confrontive skills, and steps he
has for this, one modifying the
physical environment, sending
 collaborate in deciding how
they will conduct themselves
in the classroom and in
formulating a set of deciding
how they will conduct
themselves in the classroom
and formulating a set of rules
for class behavior.
4. participatory classroom
management: refers to
teachers to teachers sharing
power with students in
making decisions about class
matters such as rules, room
arrangement, seating,
preferred activities.
Alfie Kohn Classroom as 1. learning communities:
communities his Know believe that a teacher’s
main emphasis has classroom needs to be a
been on developing learning communities where
caring, supportive, students are together and
Classrooms in which studied what they find
students are able to interesting.
pursue topics of 2. perspective taking: when
interest in depth. For students try to see situations
this to happen, form another person’s point
students must be of view.
able to participate 3. constructivist theory: is
fully in class when students cannot receive
matters, including knowledge directly from
solving problems teachers but must construct it
that affect all class from experience.
conflict resolution, I-messages regularly, and the
acknowledging feelings and last on is shifting gears.
perceptions; actively
listening to students and
avoiding roadblocks to
communication, such as
giving order warning.
Preaching advising,
lecturing, criticizing, name-
calling, analyzing, praising
reassuring, questioning, and
withdrawing.
2. Gordon’s discipline plan
there are six major elements:
1. Influence rather than
control, 2. Preventive skills,
3. Determining who owns
the problem, 4. Confrontive
skills, 5. Helping skills, 6.
No- lose conflict resolution
1. Kohn suggested some 1. Kohn has roundly criticized
strategies to help teachers teaching and discipline that do
are schools move toward a things to students rather than
greater sense of community: involving students as partners
- building relationships in the process.
- enhancing connections
among students 2. Kohn said “the more we
- classroom meetings mange students behavior and
- undertaking class wide try to make them do what we
-and schoolwide activities. say, the more difficult it is for
-use academic instruction. them to become morally
sophisticated people who think
2. Kohn has criteria for for themselves and care about
assessing the defensibility of others”
structure and limit:
- purpose
members. 4. compliant behavior: the - restrictiveness
notion that schooling is - flexibility
usually structure to force, or - developmental
at least entice. appropriateness