Which of the following are guidelines for intervening effectively in cases of misbehavior?

Models of Discipline

Characteristics of Various Discipline Models

 HIGH TEACHER CONTROL APPROACHES

High control approaches are based on the philosophical belief that students’ growth and development are the result of external conditions.  Children are seen as being molded and shape by influences from the environment; they are not seen as having an innate potential.  Therefore, teachers and adults need to select desired student behaviors, reinforce appropriate behaviors, and take actions to extinguish inappropriate behaviors.  Little attention is given to the thoughts, feelings, and preferences of the students since adults are more experienced in instructional matters and have the responsibility for choosing what is best for student development and behavior control.

Teachers using high control approaches believe that student behavior must be controlled because the students themselves are not able effectively to monitor and control their own behavior.  The teachers select the rules and procedures for the classroom, commonly without student input.  Teachers then reinforce desired behavior and take actions to have students stop inappropriate, undesired behavior.  When misbehavior occurs, teachers take steps to stop the disruption quickly and redirect the student to more positive behavior.  Behavior modification, behavioral contracting, and reinforcers are characteristic of high control approaches.  Compared to the previous models, there is more emphasis on managing the behavior of the individuals than the group.

Behavior Modification:  B. F. Skinner

B. F. Skinner spent most of his academic career at Harvard University, where conducted experimental studies in learning.  In Beyond Freedom and Dignity (1971), Skinner challenged traditional views of freedom and dignity and instead claimed that our choices are determined by environmental conditions under which we live and what has happened to us.  The application of these ideas to classroom practice has been called behavior modification, a technique that uses reinforcement and punishment to shape behavior.

Behavior modification, as proposed by Skinner and others, has several distinguishing features.  Behavior is shaped by its consequences and by what happen to the individual immediately afterward.  The systematic use of reinforcers, or rewards, can shape behavior in desired directions.  Behavior becomes weaker if it is not followed by reinforcement.  Behavior is also weakened by punishment.

Behavior modification is applied in the classroom primarily in two ways: (a) when the teacher rewards the student after a desired act, the tends to repeat the act; and (b) when the student performs as undesired act, the teacher either ignores the act or punishes the student; the misbehaving student then becomes less likely to repeat the act.

Several types of reinforcers can be used: (1) edible reinforcers, such as candy, cookies, gum, drinks, nuts, or various other snacks; (2) social reinforcers, such as words, gestures, stickers, certificates, and facial and bodily expressions of approval by the teacher; (3) material or tangible reinforcers, which are real objects that students can earn as rewards for desired behavior; (4) token reinforcers, including stars, points, buttons, or other items that can be accumulated by students for desired behavior and the “cashed in” for other materials or tangible reinforcers: and (5) activity reinforcers, which include those activities that students prefer in school. 

Behavior modification work best when used in an organized, systematic, and consistent way.  The various types of behavior modification systems seem to fit into five categories.  (1) The “catch them being good” approach involves making positive statements to students who are doing what is expected of them.  For example, a teacher might thank a student for getting out class materials and being ready to start the class.  (2) The rules – ignore praise approach involves establishing a set of classroom rules, ignoring inappropriate behavior, and praising appropriate behavior.  This approach works best in elementary grades and is less effective in secondary grades.  (3) The rules – rewards – punishment approach involves establishing classroom rules, rewarding appropriate behavior, and punishing inappropriate behavior.  This system is quite appropriate for older students.  (4) The contingency management approach is a system of tangible reinforcers where students earn tokens or appropriate behavior that can be exchange at a later time for material rewards.  (5) Contracting involves preparing a contract for an individual student who has chronic problems or is hard to manage.

Assertive Discipline:  Lee and Marlene Canter

Lee Canter is an educator who first came into prominence in 1976 with the publication of Assertive Discipline (Canter & Canter, 2002), take charge approach for teachers to control their classrooms in a firm and positive manner.  Since the time, he has created an organization called Canter and Associates that prepares a variety of materials concerning classroom discipline and conducts workshops and training programs for teacher, administrators, parents, and other educators.

Over the years, Canter has expanded and built on the basic behavior management principles from the assertive discipline book.  Since today’s teachers face even more complex situations, more comprehensive model was developed.  The revised edition of Assertive Discipline (2002) goes beyond the initial take-charge approach and includes additional classroom management procedures.  In the revised Assertive Discipline, Canter discusses the assertive attitude necessary to deal, aspects of aspects of teaching responsible behavior, and ways to deal with difficult students.  The goal of assertive discipline is to teach students to choose responsible behavior and in doing so raise their self-esteem and increase their academic success.

Canter maintains that teachers have the right and responsibility to (a) establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior; (b) teach these rules and directions; and (c) ask for assistance form parents and administrators when support is needed in handling the behavior of students.  The manner in which teacher respond to student behavior affects students’ self-esteem and success in school.  Therefore, teachers must use an assertive response style to state expectations clearly and confidently to students and reinforce these words with actions.

A classroom discipline plan has three parts: (a) rules that students must follow at all times; (b) positive recognition that students will receive for following the rules; and (c) consequences that result when students choose not to follow the rules.  Sample rules may be to follow directions, keep hands and feet to oneself, or be in the classroom and seated when the bell rings.  Positive recognition may include various forms of praise, positive notes sent home to parents, positive notes to students, or special activities or privileges.

Consequences are delivered systematically with each occurrence of misbehavior.  The first time a student breaks a rule, warning is given.  The second time, the student may lose a privilege, such as being last in line for lunch or staying in class one minute after the bell.  The third time, the student loses additional privileges.  The fourth time, the teacher calls the parents.  The fifth, time the student is sent to the principal.  In cases of severe misbehavior, these preliminary steps may be skipped and the student is sent to the principal.

Another part of Canter’s assertive discipline plan is to teach responsible behavior.  This includes determining and teaching specific directions (classroom procedures), using positive recognition to motivate students to behave, redirecting nondisruptive off-task behavior, and implementing consequences.  Canter further emphasizes that successful teachers need to blend academic and behavior management efforts into a cohesive whole so that classroom management actions are not apparent.

Canter gives special attention to dealing with difficult students, who represent perhaps five to ten percent of the students you may encounter.  In Assertive Discipline (Canter & Canter, 2002), recommendations are provided for conducting a one-to-one problem solving conference with the teacher and the difficult student.  The goal of the conference is to help the student gain insight into the problem and ultimately choose more responsible behavior.  Guidelines are offered to provide positive support to build positive relationships with difficult students, and recommendations are made for developing an individualized behavior plan.  Parents and administrators can offer additional support when dealing with difficult students.

Positive Discipline:  Frederic Jones

Fredric Jones is psychologist who conducted research on classroom practices and developed training programs for improving for teacher effectiveness in behavior management and instruction.  In Positive Classroom Discipline (1987), Jones emphasized that teachers can help students support their own self-control.  Jones’ Tools for Teaching (2000) extends the discussion of these issues.  Jones recommends that teachers use the following five strategies to enact positive discipline.

1.                  Structure the Classroom.  Teachers need to consider various rules, routines and standards; seating arrangements; and student-teacher relationships when structuring the classroom.  Rules, procedures, routines, and classroom standards need to be taught to students so they understand the standards and expectations in the classroom.  Jones points out that the arrangement of the classroom furniture can maximize teacher mobility and allow greater physical proximity to students on a moment-to-moment basis.  While presenting several ways to arrange student desks in a classroom, Jones indicates that any arrangement that provides quick and easy access to all students is likely to be successful.  Jones also prefers to have assigned seats for students to disperse the good students between the chronic disrupters.

2.                  Maintain Control by Using Appropriate Instructional Strategies.  Jones maintains that teachers lose control of their classes when they spend too much time with each student, such as during seatwork.  Teachers commonly spend time to find out where a student is having difficulty, to explain further the part the student doesn’t understand, and to supply students with additional explanations and examples.  Instead, Jones recommends that teachers use the three-step sequence of praise, prompt, and leave.  In this sequence, teachers first praise students for what they have done correctly so far.  Second, prompt students by telling them exactly what to do next and encourage them to do it.  The teacher then leaves to let the student take the needed action and also to be available to help other students.

3.                  Maintain Control with Limit-Setting Techniques.  Jones proposed a series of specific actions that can be taken when students are getting off-task.  These techniques primarily involve the use of body language to convince the students that the teacher is in control.  These steps involve being aware of and monitoring the behavior of all students; terminating instruction when necessary to deal with a student; turning, looking, and saying the student’s name; moving to the edge of the student’s desk; moving away from the student’s desk when the student gets back to work; placing your palms on the desk and giving a short, direct verbal prompt if the student does not get back to work; moving closer over the desk; and finally moving next to the student behind the student’s desk.

4.                  Build Patterns of Cooperation. Jones proposed an incentive system called preferred activity time (PAT) that can be used so students can earn certain benefits if they behave and cooperate.  The PAT may be a variety of activities and privileges that are given to the class as a whole at the start of a predetermined time (a week’s worth).  When an individual student misbehaves, and the teacher uses a stopwatch or timer is subtracted from the class’s total time.  On the other hand, students can earn bonus time for the class by cleaning up the classroom in a hurry, being in their seats in time, or some other desired behavior.

5.                  Develop Appropriate Backup Systems In the Event of Misbehavior.  Backups are to be used systematically from lesser sanctions to more serious ones.  Low-level sanctions involve issuing a warning; pulling a card with the student’s name, address, and telephone number; and then sending a letter to the parents.  (But first the student is given an opportunity to correct the behavior; if so, then the letter is not sent.)  Mid-level sanctions include time-out, detention, loss of privileges, and a parent conference.  High-level sanctions include in-school suspension, Saturday school, delivering the student to a parent at work, asking a parent to accompany the student in school, suspension, police intervention, and expulsion.

Discipline Without Stress:  Marvin Marshall

Discipline Without Stress promotes responsibility and learning using an approach that is totally noncoercive, but not permissive.  Prior to becoming a staff developer and international speaker, Marvin Marshall was a classroom teacher, guidance counselor, principal, and college instructor.  In Discipline Without Stress, Punishments, or Rewards, Marshall (2007) described a comprehensive system to guide and monitor student behavior and to promote responsibility and learning.

The following principles are incorporated into the Discipline Without Stress model:  (a) being positive is more constructive teacher than being negative, (b) choice empowers, (c) self-evaluation is essential for lasting improvement, (d) people choose their own behaviors, (e) self-correction is the most effective approach to change behavior, (f) acting responsibly is the most satisfying of rewards, and (g) growth is greater when authority is used without punishment.  While many of the program features blend into the interacting model of discipline, Marshall places his system into the intervening model of discipline, since there is a high degree of teacher control in directing the environment.

As a starting point in his Discipline Without Stress teaching model, Marshall stresses the importance of teaching and practicing procedures and not assuming that students automatically know how to do what the teacher desires students to do.  Next, Marshall identifies three principles to practice with students in a classroom: (a) positivity – practice changing negatives into positives (“No running” becomes “We walk in the hallways.”; (b) choice – permit students to choose their responses to a situation, thus students become more self-controlled, responsible, and empowered; and (c) reflection – ask questions that guide students to reflect and self-evaluate.

Another important aspect of Marshall’s program is the Raise Responsibility System (RRS), which has three components: (a) teaching – teaching the hierarchy of social development to students,  (b) asking – checking for understanding when students are irresponsible, and (c) eliciting – guiding choice when students continue to misbehave.

In the first part of the Raise Responsibility System, students are taught the hierarchy of social development to students; this is proactive.  A hierarchy is employed because of the natural tendency to reach the highest level.  Teaching at the outset is in contrast to a reactive approach after misbehaviors occurs.  The four levels of social development in this hierarchy are labeled with letters, with “A” being the lowest level and “D” being the highest level.  The four levels in descending order are:

D: Democracy (motivation is internal)

§  Develops self-discipline

§  Demonstrates initiative

§  Demonstrates responsibility

§  Does good because it is the right thing to do

C: Cooperation/conformity (motivation is external)

§  Considerate

§  Complies

§  Conforms

§  Cooperates when someone else is present

B:Bossing/bullying (Needs to be bossed to behave)

§  Bothers others

§  Bosses or bullies others

§  Breaks classroom standards

A: Anarchy

§  Absence of order

§  Aimless and chaotic

Only levels C and D are acceptable.  The difference in these two levels is in the motivation rather than the behavior.

In the second part of the Raising Responsibility System, disruptions are handled by checking for understanding.  This involves asking reflective questions pertaining to the levels of the hierarchy of social development, rather than framing the questions about the student’s action.  Consistently asking the students to reflect is the key to enacting change.

The third par of the Raising Responsibility System involves guiding students in the choices they make.  This step is used for students who have already acknowledged irresponsible behavior and yet continue to misbehave on a unacceptable level.  Guided choices stop the disruption by using authority, without being coercive or punitive.  A consequence is elicited to help the student prevent repetition of the behaviors that he or she exhibited from level A and B.  This step is in contrast to the usual approach of imposing a punishment or consequence in which the student has no ownership.

Overall this program is designed to influence students into making responsible decisions about their classroom behavior.  Discipline Without Stress focuses on promoting responsibility rather than on obedience.  Obedience does not create desire.  When responsibility is promoted, however, obedience becomes a natural by-product.

MAIN POINTS

1.                  A continuum showing a range of low to high teacher control can be used to illustrate the various educational views by educators about classroom management and discipline.

2.                  Low control approaches are based on the philosophical belief that students have primary responsibility for controlling their own behavior and that they have the capability to make these decisions.

3.                  Educators representative of the low control approach are Haim Ginott, Thomas Gordon, Jim Fay, David Funk, Barbara Coloroso, and Alfie Kohn.

4.                  Medium control approaches are based on the philosophical belief that students develop from a combination of natural forces within the child and outer forces of the child’s environment.  Thus, the control of student behavior is a joint responsibility of the student and the teacher.

5.                  Educators representative of the medium control approach are Rudolf Dreikurs, Linda Albert, Jane Nelsen, William Glasser, and Spencer Kagan.

6.                  High control approaches are based on the philosophical belief that student’s growth and development are the result of external conditions.  Children are seen as molded and shaped by influences from the environment where they live.

7.                  Educators representative of the high control approach are B. F. Skinner, Lee Canter, Fredric Jones.

8.                  When deciding on your approach to control, you will likely consider your views of educational philosophy, psychology, child development.  It may also be useful to identify whether you are inclined to use low, medium, or high control approaches on the teacher behavior continuum.

What is the best way to deal with students who misbehave?

How do you plan to manage misbehavior?

How will you control the misbehavior of your students in the classroom?

What can you do to prevent or minimize disruptions caused by misbehavior?