Eclectic Report Student Reactions to
Various Models
Guidance and Classroom Management
~ EDU/ECE/SPE 240 ~ Fall 2001
Peer Mediation ~
Transaction Analysis ~
Social Discipline ~
Reality Model
Judicious Model ~
Behavioral Analysis ~
Skill Streaming ~
Positive Discipline
Assertive Discipline ~
Behaviorism/Punishment
THE ROGERIAN SUPPORTIVE MODEL
BY THOMAS GORDON
Basic
Assumptions
Roger’s therapeutic concepts focused on self-concept and emotional
development. Rogers did not accept the positions that
destructive forces inherently rule the child. He believed that
the “child is born prior to good and evil”. The child has an
inherent capacity for being rational and capable. Rogers
believes in empathetic understanding, warmth and openness. He
believes that one will choose what is best for one's self and will
become a fully functioning person, constructive and trustworthy.
The child is seen as “exquisitely rational” and problems arise from
the conflict that occurs when the inherent rationality is stifled when
teachers set about to order, direct or force a student to behave
according to the teacher’s will. The underlying assumption of
Rogerian theory is that each person is
unique and thus it is impossible for one person to make appropriate
decision for another. The goal for the individual experiencing
problems is consciously to process his or her difficulties through the
vehicle of language, by expressing feelings and concerns an individual
can make decisions that will result in the most appropriate rational
solution.
Student
Response:
I think
that all too often, teachers do not really listen to what a student is
really trying to say. Teachers are sometimes so rushed and busy,
that one more disagreement to resolve between students is just too
much. So they take the easy way out, become the controller of
the situation, and “solve” the problem. Rogers is right when he
says that communication, verbal and nonverbal, is very important in
receiving and sending messages.
I like
active listening and asking open-ended questions. These two
forms of communication allow a person to find out so much more about
the situation. It also allows the teacher to help decide who
owns the problem or issue at hand. When teachers try to take
control of a situation, often they take over a student’s problem and
make it their own.
The
Rogerian method of using “I” messages is a
fabulous skill for teachers to me modeling and students to be
imitating.
Student
Concerns:
My concern
with the Rogerian theory is that teachers
may find it very difficult to not be the controller in every
situation. Teachers need to have faith and trust in their
students in order to use this theory. It places a lot of
responsibility on the student to be able to own up to a problem/issue,
problem solve using “I” messages and verbal communication (as opposed
to nonverbal communication), and sometimes even talk about what is
bothering him/her. However, it is a great discipline model.
Student Utilization of Model’s Strategies
Overt/Covert
Teacher Behaviors
Looking On
- Critical
listening It is vital to the
communicators to listen and get the whole message, verbal and
nonverbal.
- Acknowledgement responses (gestures) This
is also vital to the communicators. It shows they are listening
to one another and receiving the message.
Nondirective Statements
- Active listening Active listening is
important because it allows the teacher to clarify and help the
student clarify the problem.
- I - Messages I always use I messages to set
a more positive tone in the conversation and relay my personal
feelings.
Questions
- Door openers
This is a great technique to help start a
discussion with a child because the question is so open.
Directive
Statements
- Influencing (during immediate
danger, directions, commands when used
correctly) I think
many students need influencing because they are unsure of how to act
in a certain situation and so they revert to an inappropriate
behavior. However, I think that many times students revolt
because the statements are commands.
Modeling
- Method III (no lose)
This method provides a very mature behavior
for the students to model. It allows both parties to win, even
though one is an authority figure. I like it!
- 7 steps to problem solving - I
think this method should be modeled at an early age. This is a
life skill.
- Daily actions
Reinforcement
- Reorganizing space
- Reorganizing time
- diffused These three methods should
be used all together. Not one should constitute the entire day.
I like diffused because 2 heads are better than one.
- individual
I like individual because I know if a student
has mastered a concept.
- optimum I also like this method
because I know where a student is, and he/she can express concerns,
comments, and/or questions directly to me.
- Three Spheres of Relationships
- One to one I really like one on
one, especially in Special Ed.
- One to group One to group is nice if the
group is no more than 10 people. I think it provides peer
modeling and feedback instead of the teacher always providing the
feedback.
- One to all I am not as fond of this,
especially when introducing a new concept. However, I think it
is an important part of students learning to work in a group and be
patient.
Physical
Intervention/Isolation
- None
I
agree with this for some students. I think it is important to
remember the safety of all students. If one is dangerously
getting out of hand, he/she needs a place to calm down, away from
everyone else. Leaving the room does not need to be a negative
idea.
PEER MEDIATION MODEL
Basic
Assumptions:
Peer mediation
is a proactive process that can help eliminate discipline incidents
such as “results of jealousies, rumors, misunderstandings, bullying,
fights, misuse of personal property and the ending of friendships”. A
cadre of trained peer mediators acts as a third party who can be
called on to mediate disputes among students.
Faculty helps administer the program but
are do not mediate. Students are effective mediators because
they are able to connect with peers in a way adults may not; peer
mediators can frame disputes in language that may be more
understandable to peers; students will not feel that authority figures
are judging them; peer mediators are respected; the process
self-empowers youth and when students are in control; and they are
more committed to solutions. The philosophical position of peer
mediation is:
Schools must be
places from which viable, positive future pathways for young people
can be built. They must, above all, be places where youth can
learn to live and get along with one another, as well as to become
ready to assume their future roles as responsible citizens of a
democracy, as parents, as community members and leaders, and as
productive members of the work force. Many students have no
other place from which to gain these experiences. Only schools
can extend these possibilities equally to all students- this is the
constitutional mandate to the schools.
Student
Response:
The Peer
Mediation Model has a fabulous mission statement. It is so true
that many students learn how to be honest citizens and appropriate
problem solving techniques in school. Teachers who use the Peer
Mediation Model provide a wonderful role model for students to follow.
Allowing the students to participate and problem solve gives them a
chance to practice these skills that are a necessary part of life.
It would be easy to incorporate the Rogerian
theory into this model as well. Teaching students about verbal
and nonverbal communication and how to actively listen are important
parts of this model as well as the Rogerian.
Student
Concerns:
My concern
with the Peer Mediation Model is that some students may find it very
difficult to be patient enough to problem solve this way. Some
students with behavior disorders have absolutely no give. They
would prefer to be told what to do or left alone. They are not
going to rationalize and compromise. However, this is a very
important skill and should be discussed and taught.
Student Utilization of Model’s
Strategies
Looking On
- None This
allows the teacher a chance to get at least some of the underlying
story before he/she approaches both students.
Nondirective Statements
-
Communication Skills
These are so vital to a student’s social
life. All of these absolutely need to be modeled and practiced
by the students.
o
Attending, looks at speaker
o
Clarifying
o
Summarizing
Questions
-
agree to mediate
-
what
is your name?
-
focus
on interests (Is that what you want?)
-
goal
– establish a common interest (Do you both want…?)
Asking questions allows students to make decisions that affect
them, which allows them to feel some power.
Directive
Statements
-
Here are the rules
-
Gather points of view
-
Create a win-win option
(no criticism, evaluation or discussion)
-
Evaluate options
-
Create an Agreement
I agree with using some directive statements; however, I think it
is a better idea to allow the students to make most of the decisions
and the teacher uses directive statements to help clarify and restate
decisions made.
Physical
Intervention
None I do not agree with physical
intervention in this situation. This method is more commonly
used with older students, so there should be no need.
TRANSACTIONAL ANALYSIS BY BERNE AND
HARRIS
Basic
Assumptions:
Transactional
Analysis (TA) provides a framework for viewing the words and actions
of others. Daily experiences serve as stimuli that evoke
memories of past situations and cause the person to relive the events
with vivid images and feelings. The brain can be thought of as a
recorder of experiences. All events from birth onward are put on
“tape” and are stored for instant retrieval. Life is a process
of dynamic urges and counterchecks. The central principle of TA
is called the social “transaction”. In the classroom the
transaction is between the teacher and student. According to TA
there are many different persons within us. It is believed that
our inner energy is often diverted into opposing factions. The
Parent, Adult and Child states are similar to Freudian terms of the
id, superego and ego. Theses states can shift quickly. The
student misbehaves because of untenable tension among the three inner
forces. If the child holds the greater influence the student has
an attitude of I’m not adequate but others are. If the parent holds
the greater influence the youngster has an attitude of I’m all right;
the rest of the world is to blame for every problem that occurs.
If the student is caught between the two the attitude of I am
inadequate and so is everyone else. The teacher’s job is to
approach the misbehaving student in ways that affirm the attitude that
the child is capable and that he or she can also trust the rest of the
world. Affirming the positive and valid dimension of the inner
parent and child does this to appeal to the child’s adult by
approaching the student with the teacher’s own adult. This
method uses stroking and watches for “transactional games”.
Student
Response:
The TA
method is valid because it offers the chance for students to act as
adults. However, it is very important that the teacher models
this. This method would make it easy for a teacher to not take
control of a student’s problem. Affirming the positive
dimensions of the issue is very important. With any issue it is
important for the adult to be positive and not seem like an
authoritarian-figure or a child-figure to the student. If we
want students to act like adults, they should be given choices and
expectations should be clear on how adults behave. Treat them
like adults, and you’ll get the respect and behaviors of adults.
A
principal I know does a fantastic job of this. When a parent
calls to express a concern with their child and another child, for
example, another is picking on their child, the principal confronts
the child that is creating the situation, and has them call the parent
of the other child. He tells the student it is not his problem
because he did not create the situation. This puts the problem
in the child’s own hands and it usually does not have to happen more
than once.
Student
Concerns:
This
method is too advanced for younger primary grades. Even if
teachers did treat them like adults, they would not understand adult
consequences. Asking younger students adult questions may be
inappropriate as well. I feel this is a very individual method
of discipline. I also cannot stress enough the importance of the
teacher’s maturity level, staying on an adult level as opposed to a
child or parent.
Student Utilization of Model’s
Strategies
Overt/Covert Teacher Behaviors
Looking ON
-
Diagnosis of teacher and
student internal states
This allows the teacher to assess their role as an adult.
Nondirective Statements
-
Use an adult response to
clarify student’s explanation
Since nondirective statements clarify from an adult point of view,
I feel they set a good example for the student.
Questions
-
Ask adult questions
Asking adult questions and phrasing them in a way that makes the
situation the child’s problem places the child at a higher level of
responsibility and maturity.
Directive
Statements
- Reply to student’s actions with
adult directive statements
- Confront student in private that the
“game he/she is playing is up”
speak to his/her
If presented in an adult message, directive statements are not
commanding or childish. They allow the student to see from
another point of view.
Modeling
Teach and demonstrate the principle of
TA to the students
Lecture, role playing story telling
Absolutely 100% important. Teachers need to act the way they
want their students to.
Reinforcement
Affirm the student is ”OK” with
complimentary transactions
Give ”Strokes” at suitable time
Avoid cross transactions
Positive reinforcement is always important for a behavior to
continue. However, I do feel that sometimes it is overused.
Physical
Intervention/Isolation
NONE
SOCIAL DISCIPLINE MODEL OF RUDOLF DREIKURS (Adlerian
Theory)
Basic
Assumptions:
Rudolf
Dreikur’s work was based on the theory of
Alfred Adler. Adler believed that the central motivation of all
humans is to belong to and be accepted by others. Humans are
social animals. All behavior, including misbehavior, is orderly,
purposeful, and directed toward achieving social recognition.
Actions are goal directed. An inner goal results in outward
behavior. The subconscious goals that motivate misbehavior are
attention getting, power/control, revenge and helplessness.
Asking yourself how the student’s behavior makes you feel will help to
determine their goal. Teachers help students to recognize their
inner goal and then help the student change to a more appropriate goal
of learning how to belong with others. Teachers will need to
disengage in order to work with the child.
Student
Response:
Adler’s
methods are accurate. I have found that working with students,
it is easy to pick out what kind of social recognition a student is
trying to achieve. In talking with students, I have found that I
can learn so much about their actions and goals. Students’ need
for social recognition really hits hard around 4th and 5th
grade, when friends become very important in their lives. But if
students do not feel any recognition by the time they are in junior
high, I feel that is when problems really start to occur, and students
quit trying to “make friends” and divert from the group. I feel
that it is important for teachers to be aware of these behaviors and
address them appropriately and early.
Student
Concerns:
I feel
that this is an important discipline model. My concern is that
too many teachers are dismissing students who do not feel socially
accepted. Research shows that it is these students who do not
‘fit in’ or who are picked on because of their differences are the
ones who bring weapons to school and retaliate.
Student Utilization of Model’s
Strategies
Overt/Covert Teacher Behaviors
Looking On
Observe and collect information about the student
(peers, family, other teachers)
Recognition Reflex
I like the aspect of taking a second to ‘look on’ a situation and
get the gist of what is happening. I feel that jumping right
into the situation allows the teacher to take on the problem.
Nondirective Statements
None
Questions
How do I feel
(Four Goals of Misbehavior annoyed - attention, beaten - power, hurt -
revenge, incapable - helplessness)
Confront student directly -
Disclose and confirm mistaken goal to the child
Seek verification
Question child’s goals (Could it be
you want...?)
The first part of questions allows the teacher to identify the
child’s goal of misbehavior. It is important to continue to ask
questions to clarify what the issue is and obtain any other
information.
Directive
Statements
State a logical consequence (based on
goal)
Make a plan according to verified goal
Presenting directive statements gives the student a feeling of
confidence and control in the situation. Because the teacher
knows the student’s goal of misbehavior, he can help the student
achieve it in a socially acceptable way.
Modeling
Model democratic living
Group discussions about behavior
I feel sometimes it is okay to have a group discussion, but other
times the student may feel attacked by this. I feel this is an
individual idea.
Reinforcement
Use natural and logical consequences
Use encouragement techniques instead
of praise (recognize attempts not just
end product and avoid teacher praise
Social Engineering
Most Wanted
I love natural consequences. They make so much sense to the
student. They are writing out of a dictionary because of
behavior or doing something absolutely irrelevant. I also feel
that avoiding teacher praise is an excellent idea here especially
since many times praise is so general.
Physical
Intervention/Isolation
Use isolation and physical intervention as a natural/logical
consequence
In times of danger
I am not a strong believer of physical intervention/isolation.
I think it scares me. However, in certain situations, it may be
necessary.
REALITY MODEL OF WILLIAM GLASSER
Basic
Assumptions:
Glasser
believes each individual must satisfy his or her own needs in a way
that does not infringe on another’s. People are responsible for
their own actions and must bear the consequences of their own behavior
and make a commitment to act in a responsible manner toward others.
He advocates personal and caring relationships with misbehaving
students. People who are escaping reality by behaving in
inappropriate ways do not need to find a rationale and defense for
their illogical behavior. Instead people must be helped to
acknowledge their behavior as being irresponsible and to take actions
to make it more logical and productive. Most misbehaving
students do not feel successful in school. They erect a shield of
defiance and apathy. Teachers use covert viewing of the student.
If failure continues the teacher uses overt behaviors to help the
student take responsibility for their own behavior.
Student
Response:
Glassier’s model makes some relevant points. Not only does it treat
the students maturely by making the child responsible, but it is also
presented in a way that allows the student to have choices. I
like that the student restates the expectations. Sometimes it is
difficult for the teacher to know if they have made the expectations
clear to the students. In many instances, it is a good idea for
the teacher to ‘look on’ a situation before reacting, but many times
it is not possible. I have learned that working with BD
students, if you do not address their first attempt of misbehavior,
they will walk all over you and continue the inappropriate behavior.
Allowing the student to have choices and set a goal for more
appropriate behavior places the problem in the student’s hands.
This gives the students a feeling of control.
Student
Concerns:
My
concern with Glasser’s model is his
suggested use of directive statements. They seem harsh and
demanding. In my experience, students revoke these statements
and act upon them. Also, a student needs to be presented with
‘why’ they should behave a certain way. They will be more apt to
consider the consequences before misbehaving again.
Student Utilization of Model’s
Strategies
Overt/Covert Teacher Behaviors
Looking On
Observe
student
situation
Assess
what the teacher is currently doing
what success the student is having
Classroom reorganization and activities
Implement overt behaviors if reorganization does not work
or teacher behaviors are unproductive
If time allows.
Nondirective Statements
None
Question
Ask “What” questions
Questions allow teacher to see what child’s needs are.
Directive
Statements
Confront transgressor
Press for a plan
Agree on natural consequences of plan
Directive statements are appropriate in this situation. They
allow the teacher to express to the student that his/her behaviors are
inappropriate and not allowed in the classroom. However, the
teacher presents the statements in a win-win situation for the
student. This helps agree on a natural consequence.
Modeling
Teacher should set an example of
being responsible to others and
being committed to carry out any stated
pledge to student.
This is a must. If the teacher does not carry out his/her
deal, the student will feel the teacher was not serious and can now
get away with anything.
Reinforcement
Reap the consequences of the plan
Since the consequences are natural, they are relevant to the
student, and he/she will probably not continue with inappropriate
behavior.
Physical
Intervention/Isolation
Classroom isolation (increase as necessary)
Off to the castle
Off to the principal
Removal from school
Referral to outside agency
In
certain situations, I have found that this is important.
Sometimes knowing that the principal handles these situations a little
better or the child sees him/her as more of an authority figure will
help stop the behavior.
THE
JUDICIOUS DISCIPLINE MODEL
Basic
Assumptions:
This model
views moral growth as a developmental model. It is based on
psychological theory. Theorists believe that there are two basic
motivators - Level 1: Fear of Authority and Level 2:
Feelings and Understanding of Social Responsibility. Educators
must build discipline plans on an understanding that students are
still in transition. They are gaining empathy and a social
conscience. If discipline is based on fear, power and unilateral
authority their moral growth and development will be retarded.
Democratic society requires students to develop the second moral
position. Children must develop the abilities to inhibit their
self-centered approach of wanting it now, being first and being
childishly indulged. Rules are for everyone’s safety and to give
all an equal chance and permit all an opportunity to have their needs
adequately met through education. Actions should be morally
directed and logical consequences adhered to. This model uses
the “teachable moment”. The Judicious discipline model is
not a “stand-alone” model. It must be used interactively with other
models. It is a preventive guide and teaching model that used
legal rights and laws to give the democratic perspective the framework
for creating rules. It gives teachers steps and procedures.
Student
Response:
Because this model acts on teachable moments, I feel it is very
effective. It allows the entire class to know what the
expectations of the classroom are. This method is also logical
and makes sense to students and allows them to interact with each
other. If used correctly, it allows for students’ moral
development.
Student
Concerns:
I
feel there are many cautions in this model. The student cannot
feel fear toward his/her classroom teacher. Not only will this
make for a long year, but also the child will not learn. He/She
will not take risks or feel comfortable enough to answer questions in
the classroom. I feel if this model of discipline is used, it
needs to be incorporated slowly. I agree with setting the
expectations for the classroom, but teachers are not cops.
Students will try to test the teacher. Also I feel that
sometimes using misbehavior as a teachable moment, places the
misbehaving child in an uncomfortable position. I think this is
how they will develop fear in the classroom. It may also lead to
other students picking on him/her.
Student Utilization of Model’s
Strategies
Overt/Covert Teacher Behaviors
Looking On
Teacher Commitment to Democratic Classroom
Democratic classrooms are great when they are handled
appropriately. Teachers need to be careful not to pick on one
child as the learning example.
Nondirective Statement
None
Questions
Teach Principles - student rights
Establish Class Rules
Teach Compelling State Interest
I feel that if these principles and rules are presented in an
appropriate way, students can definitely benefit from them. Many
principles and moral development can be taught. However, moral
development in the classroom is a debatable issue.
Directive
Statements
Teach 1st, 4th and 14th Amendments
directly
Write, post, sign rules
I do not think that teaching these amendments is a bad idea.
It is life. And students will benefit from knowing these.
I also like the idea of signing rules. It places the
responsibility on the student.
Modeling
Give examples of group vs. individual
rights
I feel it is good for students to see how something looks and hear
how it should sound. However, again I caution on individualizing
one student as a model of bad behavior.
Reinforcement
Teach examples of judicious
consequences
It is important for students to understand that there are
consequences to actions. However, I do not feel that some are
appropriate for teachers to give students.
Physical
Intervention/Isolation
Consequences
Time out
Loss of privilege
suspension
expulsion
others
I feel that these consequences are appropriate for students.
If they are followed through, they teach students about consequences
and the importance of rules.
BEHAVIOR ANALYSIS MODEL
Basic
Assumptions
The Behavior
Analysis Model also call behavior modification (b. mod) requires
strong intrusion and management techniques. Teachers plan a
systematic shaping process to help the students gain self-control and
a reawakening sense of control. Reinforcers,
both positive and negative are key to this
model, to obtain desired behavior and to extinguish inappropriate
behavior. A target behavior (and a behavioral objective) is
selected and a “baseline” taken. Data may be collected in a
variety of ways depending upon the objective.
Student
Response:
This model is great especially for younger students. I like the
model. It has a good rational. When implemented appropriately,
reinforcements can work very well. The data collecting is time
consuming, but it pays off. It really helps identify students’
needs. Any form, but especially a variety of measurements,
provides a good look at students’ behaviors and any underlying issues
that may help shape the behaviors.
Student
Concerns:
I
am weakest in this discipline model. I need to work on
reinforcement because I am not very comfortable with it. They
usually counteract and then I do not know what to do. However,
with practice it will get easier and I will be able to anticipate what
will happen or what a student’s response will be. It is just
really important to know the student’s motive of behavior (Adlerian).
Student Utilization of Model’s
Strategies
Overt/Covert Teacher Behaviors
Nonverbal looks from the teacher
(positive and negative)
Sometimes these can really work. However, I think this may
fire a student’s behavior if he/she wants attention.
Select Target Behavior to be changed
Great. Very important for students to
know.
Count Behavior (to create baseline, graph, experiment, reversal,
experimental,
post check)
This could really help the student see his/her results and
progress. I use it with my students now. They try to reach
fifteen problems each day. It gets most of them working on
task…it is their mission.
Language
reinforcers (positive and negative)
These work sometimes, but must be specific to the desired
behavior.
Fading
Deal only with outward (external) behavior
I do not think this is consistent.
Identify appropriate reinforcers
This is very important to shaping the
behavior; however, it is tricky.
Change reinforcers periodically
I think that if one reinforcer is not
working, then something else should be tried. However, if one is
working, why change. Also, different students will require
different reinforcers.
Reinforce behavior using variable intervals and variable ratios
Depending on the student, one of these may work. Some
students have to see their accomplishments and progress and are more
motivated to work towards an exact goal as opposed to a more abstract
one. Each individual student will be different as to which one
works for them.
Contingency contracting
I think contingencies work if 1.) they
are visible to the child, not put away in some drawer expecting the
student to remember it; 2.) they are
specific and relevant; and 3.) have
obtainable goals.
Peer Modeling
This only works with some special needs students. Students
with behavior disorders usually do not care what their peers are doing
and students with mental handicaps sometimes do not understand.
So I feel this is an individual plan.
Teacher modeling
This is vital to any behavior modification
working.
Modeling by idealized characters
This may work if the student really looks up
to someone or wants to be like him or her.
Shaping
It is very important to have a definite goal during the process of
shaping. It would probably be most helpful if the goal was
gradual because you are trying to change a behavior that a student
does not know differently from.
“Time Out”
Time outs are not my favorite method because they are not natural
consequences. However, they may work if the student understands
what he/she did wrong. Many times I have found they do not work
for students with special needs and especially for long periods of
time.
Saturation
I am not so sure about this idea. The intent is not to be
educational or teach new behaviors. It may work for some
students, and I might try sometime. However, I think older
students that feel resilient may find it funny and still continue the
behavior.
Skill Streaming
Basic
Assumptions:
Misbehaving
students are viewed as lacking the necessary social skills – which
they cal prosocial – to function well with
peers and adults. The lack of skill in handling potentially
stressful social interactions and conflicts leaves these children with
only the stereotypic responses of passivity, isolation, or violent
actions toward others. Most students absorb
prosocial skills through incidental learning. Today a
significant number of children are not acquiring social skills.
Skill steaming attempts to directly teach the following skills:
·
classroom
survival skills (asks for help, saying thank you, listening, etc.)
·
friendship
making skills (introducing self, beginning a conversation, joining in,
etc.)
·
alternative
to aggression (maintaining self-control, responding to teasing,
avoiding trouble, staying out of fights, etc.)
·
dealing with stress (dealing
with boredom , reacting, to failure, saying
no, accepting no, etc.)
Student
Response:
This is probably my most favorite discipline model because it teaches
educational skills that students absolutely need. Part of our
goal as educators, and for many special educators this encompasses a
larger portion of our goal, is to provide students with the skills
necessary for everyday ‘survival.’ These skills are included in
this model. Many times students with special needs have a harder
time understanding social skills and life skills. They need the
more basic, taken-for-granted knowledge that other students learn
through adult modeling. I believe this model to be extremely
helpful and beneficial to all students. I also feel that many
times students are not taught these skills at home and/or do not have
appropriate role models to learn them. That is why teachers must
be good role models all of the time and take advantage of teachable
moments.
Student
Concerns:
I
cannot think of any concerns with this model. I am sure there
are some and I may find them as I work this model more.
Student Utilization of Model’s
Strategies
Teacher
Behavior Continuum
Looking On
None
Nondirective Statements
None
Questions
·
define skill
·
establish student skill need
Questions are an important part of the
skillstreaming model. Not only do students need to know
why such a skill is important, but also when and how to use it, and
what it looks like and sounds like.
Directive
Statements
None
Modeling
·
model the skill
·
select role players
·
set u the role-play
·
conduct the role-play
Not only is teacher modeling vital, but role-playing is
also. This allows the students an opportunity to try it out and
become more familiar and comfortable with it.
Reinforcement
·
provide performance feedback
·
assign skill homework
I see reinforcement as more positive feedback in this model.
I also feel that assigning it for homework is appropriate and
necessary.
Physical
Intervention/Isolation
None
Positive Discipline Model
Basic
Assumptions
Teacher sets
the agenda or the students will set it for him or her. The
teacher must clearly be in charge. The teacher immediately
teaches the classroom structure she/he will use. Limit setting,
backup system and responsibility training are used to deal with most
behaviors problems. The teacher does not take any action to hurt
the teacher/student relationship. Students control their own
behavior. Peer pressure is used to help all students learn
cooperation. Teachers should not get bogged down in the use of
language and negotiations with back talking student, but should use
the posers of proximity and vision to assert their will. The
Jones model features four legs to the “chair of discipline and
management” and each leg must be intact and functioning to make the
positive discipline process work: 1 - limit setting, 2 -
responsibility training, 3 - omission training, and 4 - a back-up
system. Classroom structure sets a foundation that allows good
discipline to occur. This theory used knowledge bases of
behavior modification, proximity research from anthropology as a study
of animal behavior, and neurobiology as to how the human brain
functions. He also uses practical teacher folklore and classroom
tradition gathered from years of observation.
Student
Response:
Jones has a fantastic, yet extremely challenging idea. This
model is based on the environment of the classroom, which can make or
break your students’ comfort levels, and the maturity of the students.
It puts responsibility and problem solving opportunities into the
hands of the students. The teacher’s main role is to help set up
the environment and set up the interactions and opportunities for the
students to succeed as mature peers.
Student
Concerns:
My
concern is that if there is one student that a portion of the class
does not get along with, he/she will suffer in such an environment.
He/She will struggle to feel accepted and probably will not feel
comfortable taking risks. If this same student needs behavior
modification, he/she may feel singled out and picked on by the rest of
the class. That is when the teacher’s role becomes vital.
I do not know what it is like to have a classroom environment so
strong. But I do know that as students get older, they get into
cliques and this would be hard to work with.
Student Utilization of Model’s
Strategies
Covert/Overt Behaviors and Teacher Actions
Looking On
Work the Crowd –
Limit setting
proximity: far (Steps 1-3)
proximity: near (Steps 4-5)
proximity: intimate (Steps 6-8)
Proximity works well with many students. However, I have found
that some students misbehave for attention, and proximity does not
work as well.
Nondirective Statements
None
Questions
None
Directive
Statements
Back-up System (private/semi-private)
Small back up response
Medium back up response
A back-up system is especially important for students with
behavior disorders. It is comforting to the teacher to know that
when he/she has tried everything and the student still refuses to
comply, that there is some else he/she can turn to for help.
Modeling
Structure
Teach rules
Desk arrangement
Work crowd –
Modeling is important. The teacher must set up an
environment that allows the students to be comfortable risk takers.
He/She must also set it up to minimize problems and compliment
students.
Reinforcement
Responsibility Training
1. Bonuses
2. Penalties -
3.
PAT –
We do this at my school with greens, yellows, and reds.
Students receive greens to increase existing behaviors or as an
incentive to obtain new behaviors. Reds and yellows are used to
reduce inappropriate behaviors. It works pretty well for the
most part. However, there are some students with a
‘ I just don’t care’ attitude.
Omission training -
This is difficult. I work with a student trying to omit an
undesirable behavior and it takes a lot of patience and positive
reinforcement. Students also need good modeling and examples of
how to solve their own problems.
Physical
Intervention/Isolation
Quiet Time -
Large Back-up response -
For some students this is appropriate. This model stresses a
safe and comfortable environment. Many students need a quiet
space or place to go to calm down. They may come from an
environment where all they know or are modeled is an abusive
environment. Allowing them time and space is developmentally
appropriate and beneficially healthy. It is also a good life
skill to practice and model. Teachers know that when times are
most stressful and hard, students need a place to be where they can
count on comfort and support. The classroom environment is
Jones’ notion where students find this.
Assertive Discipline Model
Basic
Assumptions
The teacher is
not concerned with Relationship-Listening or confronting-Contracting
approaches. The teacher is aligned with the Rules and
consequences approach to discipline. Assertiveness training is
based on the premise that humans can respond to conflict in one of
three ways: nonassertively,
hostilely, or assertively. The assertive person states what his
or her reasonable rights are without being obnoxious, aggressive,
vengeful, apologetic, or “wishy-washy”. The philosophy is
based on the following value statements:
·
You have the right and the
responsibility to establish rules and directions that clearly define
the limits of acceptable and unacceptable student behavior.
·
You have the right and
responsibility to teach students to consistently follow these rules
and directions throughout the school day and school year.
·
You have the right and
responsibility to ask or assistance from parent and administrators
when support is needed in handling the behavior of students.
Teachers must
attend to their own needs more than student needs. This is a
systematic combination of verbal assertiveness training combined with
teachers using the everyday rewards and punishments.
Student
Response:
This is definitely not my favorite model and I probably will not use
it because I do not feel comfortable with it. Canter has some
decent ideas about positive reinforcement such as phone calls and
happy grams sent home, but his philosophy seems a lot more negative
than what I choose to use. Some students may need this stricter
environment, but I choose to allow students choices and let them learn
by making mistakes and managing the natural consequences that occur.
Such is life!
Student
Concerns:
I
do not agree with handling any issue with aggression. If a
student is out of control, I would not feel comfortable or have the
strength to take him/her down and handle it by myself. This
model is good to have under my belt unless I ever get ‘attacked.’
However, I will only use it as an absolute last resort. My
concern is that teaching students through aggressive methods only
teaches them to be more aggressive. There are so many other ways
to go at solving a problem first. I feel that students that do
use aggression do so because they have very few if any other problem
solving strategies. That is why the
skillstreaming model comes in handy. Provide these
students with options and problem solving methods other than
aggression and model them appropriately. Have the students
practice them and use them and the classroom will be more peaceful and
comfortable for everyone.
Student Utilization of Model’s
Strategies
Overt/Covert Teacher Behaviors
Visual
Looking
Establish discipline plan with few but
specific rules and
consequences (to students, principal, parents)
Few and specific are good. But they must be positive.
It may be a good idea to establish these guidelines as needed. I
would suggest a few to start off with, just to set the boundaries, but
not many.
Post Rules that are:
Observable
Apply all day
Related to teaching style
Involve students
Age appropriate
Write down plan for principal
Consistency
Avoid Roadblocks
Redirections (the “look”)
Nondirective Statements
The Assertive Process
Give warning ... class we should be
Mention off-task student by name
Proximity promise
Praise the student later
I do not like the idea of pointing out the off-task student to the
entire class. I feel more comfortable, and would think the
student would feel more comfortable, just he/she and me talking about
the behavior. Praise is great and important to keep a desired
behavior.
Questions
Warning as question... what should we be doing now?
I use this sometimes as a guideline for students to be on task.
I would not call it a warning because I am not threatening. It
just helps students realize what they should be doing.
Directive
Statements
Teach the discipline plan
I- Statement (verbal limit)
Assertive Command
Broken record
Promise
These statements are a little too strict for my liking. I
feel that students usually do not comply. Giving them options is
more my style.
Modeling/Reinforcement
Show (model)
Check
Use positive repetition
Consequence
2nd misbehavior
3rd misbehavior
4th misbehavior
Recognition Process
Positive recognition
Reminder for teacher
Modeling is vital to behavior modification. Consistency is
also important. I am not sure I would have the patience to allow
the student to perform the same inappropriate behavior 4 times.
I also do not think it is necessary for them to be allowed so many
times.
Physical
Intervention
Consequence
5th misbehavior
Severity clause
Go to office for recognition/praise
I feel that consequences must be natural and relevant to the child
and the misbehavior. The severity clause is a good back-up and
comfort zone for the teacher to realize that he/she does not need to
try to redirect this student while working with the rest of the class.
BEHAVIORISM / PUNISHMENT MODEL OF
ENGELMANN AND DOBSON
Basic
Assumptions of Motivation:
The author is
concerned with the child’s overall social and moral development.
He sees the child as “going to hell” without firmly imposed
boundaries. He believes Christian principles should guide rules
for working with children. He does not have an optimistic faith
in the child’s own capacities for problem solving regarding
appropriate behavior. He sees the need for adults to make very
clear moral, ethical and behavioral rules for children, and when those
boundaries are violated the offending youngsters are to be
disciplined. He does not separate his psychological view from
his religious ones. He believes corporal punishment is
appropriate for children until the age of 8 or 9. Teenagers
should never be spanked. He pleads that his view not be taken to
excess. He argues that correctly used corporal punishment will
prevent possible physical harm of an excessive nature. He is
adamant about giving love and warmth to the offending child. The
teacher should not remain angry, aloof and unapproachable. The
matter is over with and the child should be welcomed back.
Student
Response:
It
is good that students have clear boundaries. They need to know
their limitations and expectations. Students also need love and
warmth as well as praise because many do not get this, or enough of it
at home. Dobson’s model would probably be more accepted in a
private school because religion is more of a focus in that
environment.
Student
Concerns:
I
feel this method may be a little stern. Students do not
participate or practice in problem solving skills. The parent
takes on all problems and solves them for the child. Also,
ethical and moral behavioral rules are never clear, so these would be
hard to define.
Student Utilization of Model’s
Strategies:
Overt/Covert Teachers Behaviors
Silently
Looking On
Observe, gather information on
circumstances
“What’s the payoff”
Sometimes it is better and more helpful to talk instead of just
silently looking on.
Nondirective Statements
None
Questions
None
Without nondirective statements or questions, it is difficult to know
the child’s rationale or any background information.
Directive
Statements
Tell students rules
repeat many times
Tell students to stop misbehaving
Tell students what to do
Students need reasons for rules and guidelines. The also need
the opportunities to participate in problem solving.
Modeling
Teacher behaves in a businesslike
manner
Adult modeling is important in this model. If parents have these
high expectations of the child’s behavior, they need to model it.
Reinforcement
Reinforce appropriate behavior
Students need feedback and reasons why, and also what appropriate
behaviors are (look like, sound like).
Physical
Intervention/Isolation
Isolate for inappropriate behavior in
uncomfortable place on teacher’s terms
If student is defiant or unthinking,
inflict physical pain
An
uncomfortable place may make the child fearful or unwilling to
participate and/or take risks. Our goal as educators is not to
instill fear, but make a comfortable learning environment where
students can take risks without feeling like a failure.
Teacher behaviors and basic
assumptions from
Solving Discipline Problems
by Charles H. Wolfgang
