7/5/2009
Choosing a Discipline Approach
Lecture16
 Decide whether a single existing theory of
behaviour and discipline meets your
expectations, whether a synthesis of two or
more theories is more appropriate, or
whether you need to create your own
personal approach to discipline and
behaviour
A philosophy of discipline should be
consistent with your philosophy of
education as well as your philosophy of life
Eg: A teacher’s discipline philosophy
may include components such as:-
1) Children are born with a will to
master their environment and
achieve satisfaction of their basic needs.
2) The basic needs of children include
self- determination, avoidance of control
by others, love and acceptance, variety ,
and enjoyment.
Objectives: -
• Decide on a discipline approach to use in your
teaching by applying your personal philosophy and
values, establishing criteria, validating
assumptions, and assessing the strengths and
weaknesses of various discipline / behaviour
models
 Decide which discipline orientation to use
(theory-based, eclectic or shifting)
 Select an approach to behaviour that both
corrects and prevents discipline problems
and also has applications for school-wide
discipline and behaviour
3) Because of children’ needs for self-
determination and avoidance of control by others,
discipline should provide children with
opportunities to become self-regulating.
4) Children can learn to be responsibly
self-governed if they are given opportunities to
make free choices and taught about behavioural
consequences.
5) When children are allowed to be self-
governing, they are less inclined to rebel and
create discipline problems in school.
6) Discipline problems can thus be
prevented to a great degree if children are allowed
to be self-governing.
7) Children’s sense of acceptance is best
achieved when teachers accept them for
what they are and allow them a greater
degree of autonomous self-expression
1
 7/5/2009

8) Discipline problems can be prevented if teachers

help children satisfy their needs through acceptable
means rather than allow children’s disruptive
behaviours evolve
- The most frightening prospect for beginning
9) Children can become responsible more readily if teachers is the possibility that they are unable
they learn not to give excuses and shift blame
to teach effectively because there is so much
Behaviour modification, assertive discipline, and the
misbehaviour in their classrooms.
Kounin model are based primarily on teachers’ control - The lack of adequate training and
and therefore are the models least consistent with preparation certainly magnifies the
these philosophy statements. Thus, before you
discard, these models need to be evaluated in terms of
difficulties experienced by first-year
how well they satisfy our hypothetical teacher’s criteria teachers.
and how valid their assumptions are.

 Student teachers need to be able to: -Involve students in creating rules

and expectations
- Identify the components of a comprehensive -Encourage useful input from
discipline programme and describe the
relationship of these components to one
students about the teacher’s role in
another the classroom
- Explain how criteria are used in creating -Improve students’ behaviour by
discipline procedures guiding them through the process
- Specify what makes curricular relevant of exploring their intentions
-Explain how satisfying student’s -Avoid joining together with
needs can reduce discipline students who do not want to accept
problems responsibility for their
inappropriate behaviour

 When beginning teachers embark on their An example of a comprehensive disciple

teaching career they do so without having programme is looked at to help prospective
mastered an effective approach to discipline teachers design their own programme of
discipline
 Instead they have a list of dos and don’ts
often leading to react inappropriately to It is comprehensive as it will be applicable
critical situations in classrooms not only in the classroom to prevent and
solve discipline problems but also on a
 This lack of preparation will certainly school wide basis
magnify the difficulties experienced by
first year teachers A good disciple model must have an
explicit set of guidelines and accurate
predictable, explanations for a
wide range of human
behaviours and interactions

2
 7/5/2009

The more a model can explain and predict, the
more valuable it is
Models of this kind can be used to deal with a
wide variety of school problems
They can provide a better understanding of
how discipline problems develop and how
they can be prevented
Think! Think!
- What are the best ways of encouraging
student learning and goal behaviour?
- What are your principles?
Fairness, honesty, services, quality, potential,
growth, patience, honor
- How do children learn?
- Imitating, playing, experiencing, reading,
observing, listening

Management of classrooms and behaviour can

be affected through:
 Is behaviour about satisfaction of needs? Prevention Strategies:
- Managing lessons, organization, planning
 What are children’s needs ? etc.
Corrective strategies:
 Teacher’s needs? - Clear boundaries, rewards and punishments –
more emphasis on praise and encouragement –
catch children being good
Supportive Strategies:
- Logical consequences, pupil involvement in
making rules, lead management , quality of
relationships, classroom environment, active
listening and collaborative
learning