Assignment #1: Group Analysis of Discipline Theories

Discipline Theory: Kounin

The discipline theory we have chosen for our project is the one created by

Jacob Kounin, who teaches us to use discipline through lesson management,

Weber, P. (2021, Week 5, Kounin). This approach to discipline starts with the

teacher and how they manage and teach their classes. For example, he states

“Teaching influences behaviour”, Weber, P. (2021, Week 5, Kounin), and this

approach focuses on the teachers’ ability to stay alert and multitask. For example, a

teacher handing out assignments, while explaining the requirements, and answering

questions. This method helps support students and makes it less likely for a problem

to occur. Throughout this approach to discipline, Kounin puts an emphasis on being

proactive, Weber, P. (2021, Week 5, Kounin). This is very important as it allows us to

be able to stop a problem before it occurs. For example, students in the classroom

begin speaking and then arguing with each other, and eventually storm out of the

classroom upset. The problem escalated but could have been avoided altogether if

the teacher created an engaging lesson where the students did not have the time to

argue with each other. Also, the teacher should have acknowledged the students

who were speaking out to prevent the escalation within the classroom. Another

important point Kounin brings up in his theory is something called the “Ripple Effect”,

Weber, P. (2021, Week 5, Kounin. Para #12). Following the ripple effect, teachers

should acknowledge misbehaviour, making the student aware, and then the student

can focus on correcting their behavior, Weber, P. (2021, Week 5, Kounin). One

example could be if a student is yelling out answers to questions in the classroom,

and the teacher stops the class and explains to the students that they have to allow

each other to take turns answering questions with their hands up waiting to be called

upon. Some strengths of Kounin’s theory of discipline include being proactive, strong

lesson management, and strong student engagement. This is very important as

keeping the students engaged in the lesson will make them less likely to misbehave

because their focus will be on the information being taught. Some limitations to

Kounin’s theory include if the teacher does not create engaging lessons, lacks the

ability to multitask, or is not able to be proactive. The overall message that Kounin’s

theory is trying to convey is that teaching style influences student behaviour, Weber,

P. (2021, Week 5, Kounin).

Comparison

Discipline Responding to Positives of Negatives of

Theories challenging behaviour this approach this approach

Kounin Responds to challenging Some positives of Some negatives of

behaviour through lesson this approach this approach
management, Weber, P. include, being include if the
(2021, Week 5, Kounin). proactive, strong teacher does not
Ex. A teacher plans lesson create engaging
engaging lessons to keep management, and lessons, lacks the
students’ attention focused strong student ability to multitask,
on the information, making it engagement. Ex. or is not able to be
less likely for problems to Teachers create proactive. Ex. If the
occur in the classroom. engaging lessons teacher creates a
that support the boring lesson with
Kounin teaches us to be students and help no activities,
proactive and explains the them succeed. students are more
ripple effect, Weber, P. likely to become
(2021, Week 5, Kounin). Another positive of disconnected to the
Teachers have to this approach class lesson.
acknowledge student include teachers
misbehaviour, so the student who keep lesson Another negative of
becomes aware and can momentum, this approach
focus on correcting, Weber, Weber, P. (2021, includes the
P. (2021, Week 5, Kounin). Week 5, Kounin). students not being
Ex. If a student is yelling out The lesson is able to self-
answers to questions in taught smoothly recognize the
class, the teacher stops the without misbehaviour. Ex.
class and explains they must interruptions, and The teacher
take turns with their hands the teacher can acknowledged the
up waiting to be called upon. also recognize students’

Using methods such as
overlapping, when the
teacher can make sure
students are staying busy if
they complete work before
other students, Wikibooks,
Kounin. (2021). For example,
if a student finishes a review
early and has extra time,
they can begin working on
other classwork to allow their
classmates to catch up.
Glasser Respond to challenging
behaviour through choice
and quality education.
Weber, P. (2021, Week 5,
Glasser). Ex. If students
don’t get a good score on a
test, they can take it home
and examine their wrong
answers. They have to
explain to the teacher why
their answers were wrong
and what would be the right
answers. Weber, P. (2021,
Week 5, Glasser).
In Glasser's view, our
problems arise from
unsatisfactory or nonexistent
connections with people who
depend on us. Weber, P.
(2021, Week 5, Glasser).
Glasser argued that all
human behaviour is
purposeful. It represents our
attempts to satisfy specific
needs. As our behavior is
purposeful and chosen, we
are accountable for it.
when students grow misbehaviour.
tired of the lesson,
Weber, P. (2021,
Week 5, Kounin).
Another positive of
Kounin's approach
is being proactive,
Weber, P. (2021,
Week 5, Kounin).
This is important
because it allows
us to be able to
stop a problem
before escalation.
Some positives of Some negatives of
this approach is this approach are
that that students feel
Glasser believes pleasure when their
that schools need basic needs are
to plan lessons so met and frustration
that students can when they are not,
meet their basic which leads to
needs of security, misbehavior in the
belonging, power, classroom.
fun, and freedom,
Weber, P. (2021, Some negatives of
Week 5, Glasser). this approach are
For example, the that educators
teacher could plan engage in a
lessons and number of habits
activities that are that create an
fun and engaging, imbalance of power
to really make sure in the classroom,
the students are and in fact, act as
learning. forms of control
that prevent
students from
developing caring
relationships with
each other. Weber,
P. (2021, Week 5,
Glasser).
Another negative
approach of
Glasser's theory is
that it is essential
for students to
have at least one of
their primary needs
to engage in school
work such as
security, belonging,
power, fun, or
freedom. Weber, P.
(2021, Week 5,
Glasser). For
example, if a class
lesson is not fun
and engaging, the
students will learn
less.
Coloroso Respond to challenging One positive of this One negative of
behaviour through teaching approach is that this approach is
responsibility and self- Coloroso argues that the brickwall
control. Weber, P. (2021, that classrooms are and jellyfish
Week 5, Coloroso). Teachers ideal places to teachers might
should empower students in teach students self- experience
the classroom by allowing control, not difficulties in
them to make their own punishment or implementation.
decisions regarding coercion. She Jellyfish teachers
problems and resolution. believes that use rewards and
Weber, P. (2021, Week 5, teachers can help bribes to motivate
Coloroso) Ex. A student their students by the students. The
should go up to another empowering them lack of it may
student to apologize if they to make decisions cause difficulties in
did something wrong or said about their this theory. Weber,
something that hurt their problems or P. (2021, Week 5,
feelings. conflicts and to then Coloroso). For
manage the example, a teacher
Education should focus on outcomes of those could say if
teaching students how to decisions. Weber, everyone finishes
behave in a socially P. (2021, Week 5, their math
acceptable way, according to Coloroso). homework, we can
Coloroso. Educators should watch a movie on
help students develop a Another positive Friday in class.
sense of self-control that aspect and rules of
comes from gaining trust, assertive
assuming responsibility, and confrontation are
acquiring the ability to make the three R’s to
decisions. Weber, P. (2021, promote discipline
Week 5, Coloroso) which are
restitution,
Barbara Coloroso teaches us resolution, and
that discipline should not be reconciliation.
a strict punishment, but an Weber, P. (2021,
opportunity for students to Week 5, Coloroso)
realize their mistakes, take
responsibility and teach them
how to solve problems.
Weber, P. (2021, Week 5,
Coloroso) For example,
A student arrives late to
class. The teacher should
talk to this student letting
them know they need to be
in class on time. The student
becomes aware, takes
responsibility that being late
is not acceptable, and plans
better to arrive at class on
time.

Coloroso essentially
proposes that discipline isn't
a list of rules and
punishments for breaking
them -- it doesn't exist in a
tangible form. Weber, P.
(2021, Week 5, Coloroso)
References

Weber, P. (2021). Week 5, Kounin. SLATE.

https://login.sheridanc.on.ca/idp/profile/SAML2/Redirect/SSO?execution=e2s1

Weber, P. (2021). Week 5, Glasser. SLATE.

https://login.sheridanc.on.ca/idp/profile/SAML2/Redirect/SSO?execution=e2s1

Weber, P. (2021). Week 5, Coloroso. SLATE.

https://login.sheridanc.on.ca/idp/profile/SAML2/Redirect/SSO?execution=e2s1

Wikibooks. (2021, October 19) Jacob Kounin.

https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jaco
b_Kounin