Discipline and Management Philosophy

Discipline and Management Philosophy

Bobbi Ross-Neier
National University
TED 626 Classroom Management
January 9, 2015

Author Note
Correspondence concerning this article should be addressed to Bobbi
Ross-Neier at 566 Dorena Drive, Newbury Park, CA 91320.
E-mail: bobbirossneier@gmail.com

Discipline and Management Philosophy

Abstract

The following paper provides a summary of four different discipline and classroom
management philosophies for teachers and students. The graphic organizer provides a summary
of Colorosos Backbone Approach to Discipline, Kagan and Scotts Win-Win Philosophy, the
Jones Model of a Visual Instructional Plan and Curwins & Mendlers Discipline with Dignity.
Also provided is a one page reflection of the authors beliefs about classroom management
discipline as well as goals for improving my classrooms current management plan. From unit
resources and professional experience a thoughtful reflection on classroom management and
discipline is provided.

Discipline and Management Philosophy

Approaches to Classroom Discipline and Management
Compare and Contrast Chart
Discipline
Model
Example:
Canter and Canters
Assertive Discipline

Colorosos Backbone
Approach to
Discipline

Kagan and Scotts

Win-Win Philosophy

Overall Goal or
Purpose
To get students to
choose to conduct
themselves properly.

Beliefs about
Behavior
Teachers have a right
to teach and students
have a right to learn
without being
interrupted by
misbehavior.

Teaches kids what

theyve done wrong,
gives ownership of
the problem to the
student and/or
teacher, gives
students ways to
solve the problem and
leaves everyones
dignity intact.

Students need
external and internal
motivation for
behavior. 4 rules;
show up on time, be
prepared, do
assignments, respect
own & others life
space

For students to
demonstrate learned
responsibility through
collaborative
solutions between the
teacher and the
students.

There are 4 types of

behavior: Aggression,
Breaking the Rules,
Confrontation and
Disengaged. If the
teacher can identify
the type of behavior
then more effective
and consistent
solutions can be used
to meet the students
needs, thus less

Teachers Role
in the Classroom
To take charge and be
assertive (not
aggressive, hostile or
permissive); clearly
confidently and
consistently express
and model class
expectations.
Example: Classrooms
with Color-Card Flip
Chart.
To provide an
environment of internal
and external motivation
factors for students to
succeed, with
boundaries. This
approach contains six
critical life messages:
1. I believe in you
2. I trust in you
3. I know you can
handle this
4. You are listened to
5. You are cared for
6. You are very
important to me.
The teacher needs to
get to know her
students beyond school
and school activities.
Then the teacher can
tailor instruction and
activities to meet all of
the students needs and
interests by using
follow ups and
preventative
procedures.

Discipline and Management Philosophy

disruptive behavior.
Jones Model: Visual
Instructional Plan

Curwin & Mendler:

Discipline with
Dignity

To provide instruction
that allows for
students to participate
to be engaged in the
learning rather than
disrupting the class.

To discipline and
interact with students
in a respectful
manner that
maintains everyones
dignity. Curwin &
Mendler outline the
following points for
interacting with
students:
1. Always treat
students with dignity
2. Make
responsibility more
important than
obedience
3. Model and teach
the behaviors you
expect from young
people
4. Make sure your
discipline strategies
are practical

Current discipline
system is hypocritical
and takes students out
of the classroom
and/or school. Instead
Jones model
provides instructional
strategies to keep
students in class; to
provide interaction
between students and
teacher and to have
fun while learning. If
students are having
fun they are less
likely to disrupt and
misbehave.
The responsibility
element of behavior is
important along with
the importance of
modeling the
behaviors teachers
want to see from their
students. Positivity,
rather than negative
influences, such as
yelling or demanding,
create a safer
environment, so as
ownership of the
behavior increases we
see better behavior.
Included are the
Positive Prevention
Factors:
1. Warmth
2. Clearly defined
limits
3. Democratic
atmosphere
4. A sense of
accomplishment
or success

To lead the class during

instruction by
providing a road map
for students to easily
follow that includes
interaction with the the
class and the teacher.

The teacher needs to

lead by example and
model the behavior she
wants to see in her
students. Curwin and
Mendler provide
specific action steps
such as:
1. Use privacy,
eye contact,
proximity
(PEP)
2. Ignore hooks
3. Listen,
acknowledge,
agree, defer
4. Point out fight
brewing/ what
is at stake
5. Set limit, give
choice to leave
6. Acknowledge
the disruption,
remove student
if necessary
The teacher must
always be patient and

Discipline and Management Philosophy

5. Skills
recognizing and
resolving conflict

not engage, in a
negative manner, with
the students.

Classroom Management Philosophy

In terms of my personal classroom management philosophy, I would say that mine is one
of positive relationship building with the purpose to build responsible behavior. Getting to know
my students is vital to breaking down any barriers and really building a supportive, nurturing and
trusting environment for the class. According to the IRIS Center for Training Enhancements
(2012), therelationshipthatateacherbuildswithstudentsrequireseffectivecommunication
whichrequirescreativityandisacontinualprocessofgettingtoknowonesstudentsandwhat
eachonebringstotheclassroom:theirexperiences,worldviews,cultures,andotherfactorsthat
makethemunique(pg.1).I truly believe that the more I know, trust and believe in my students,
and they me, the more students will put forth their best effort. This effort could be observed in
their own personal behavior during class, how they interact with their peers on the playground
and how they persevere to complete their assignments. Overall, I want my students to know that
they matter, I care and that they can reach their goals while they are in my class and beyond.
The responsibility to learn and succeed must be a joint venture between myself and each
individual student in order for all of us to experience success. It takes a good deal of effort to
create [a well managed classroom] and the person who is most responsible for creating it is the
teacher (Marzano, Marzano & Pickering, 2003, pg. 1). While I agree with Marzano on this point,
as the adult in the classroom it is my responsibility to create a well managed classroom, I also
know that students need to be active participants in their educational process, and this includes
behavior. According to the Win-Win Philosophy by Kagan and Scott (2014), when we meet

Discipline and Management Philosophy

students' needs or give them respectful and responsible strategies for dealing with their unmet
needs, disruptive behaviors drop away.
Within my own classroom, we talk a lot about self control and personal responsibility and
what that looks like, sounds like and feels like. However, as I review this philosophy and
consider my students I understand I could develop strategies to help myself, and my students,
recognize what their needs are, in more detail, and to learn how to specifically articulate those
needs in a way that promotes self-actualization. Of course, taking into account the developmental
and emotional development of fourth grade students, this recognition and articulation will take
time to develop and the Win-Win Philosophy provides a teaching/learning process with specific
and relevant strategies to begin the process.

Discipline and Management Philosophy

References
Pohan, Dr. C. (n.d). Adapted from Levin & Nolan (2000). Nature of the Discipline Problem:
Principles of Classroom Management (PPT). Retrieved on January 7, 2015 from:
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt1/index.htm
Kagan, S. Dr. & Scott, S. (n.d). Win-Win Philosophy. Retrieved on January 9, 2014 from:
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?
projectID=classroommanagement&clipID=WinWin_865.flv&subType=CoCo&key=290
631187020237800082015
Kagan Publishing and Professional Development (2014). What is Win-Win Discipline?.
Retrieved on January 9, 2015 from:
http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php
Marzano, R., Marzano, J. Pickering, D. (2003). Classroom Management that Works: ResearchBased Strategies for Every Teacher. Pearson Education, Inc: Upper Saddle River, NJ.
The IRIS Center for Training Enhancements. (2012). Classroom Management (Part 2):
Developing your own comprehensive behavior management plan. Retrieved on January
9, 2015 from http://iris.peabody.vanderbilt.edu/module/beh2/