Model of Classroom Discipline Management

Name:
Farah Sofea binti Razali
Fahmeeda binti Drahman
Celiztini Narith Keroh
Ooi Zhi Qian
Mak Jing Xin
Ooi Xuan Wei
Concept of classroom discipline
Classroom management is defined as an
organisation and how a teacher controls the
students’ behaviour so that the teaching and
learning process can happen effectively.

Concept of
classroom
discipline

Discipline is defined as the

actions that facilitate the
development of self-control,
responsibility, and character
Models of managing discipline
 Dreikurs Logical Consequences
Model:
-Teach in a democratic manner
- Provide guidance and involving
pupils in setting rules and
consequences.
Canter Assertive
Discipline Model: Kounin Group
- A take charge Management
approach for Model:
teachers to control Models of - Techniques and
their classromms in
a firm nd positive
managing strategies designed
to prevent the
manner. discipline occurance of
discipline problems
in the first place.

Alfie Kohn Beyond Discipline Model:

Thomas Gordon Classroom
-Does not require reward/ punish to force
Management Model:
compliance
-Identify problem
- Pupils should create a caring community
ownership
where all of them solve problems together to
-Maximize communication
make classroom and learning environment how
(between pupils and
they want.
teacher)
Rudolf Dreikur’s Discipline
Model
Canter Assertive Discipline
Model
Lee Canter & Marlene Canter
Key Concepts of Assertive Discipline

Rewards and Teachers create an

Both teachers and
punishments are optimal learning
students have rights.
effective. environment.

Teacher use a discipline

Teacher apply rules and
hierarchy with the Teachers are assertive,
enforce consequences
consequences not nonassertive or
consistently without
appropriate for the hostile.
bias and discrimination.
grade level.
 Assertive - “Justin,
Nonassertive - “I’ve that is your warning
asked you repeatedly for leaning back in
to stop talking, and the chair. Put the
you continue to do it. chair down now or
Please stop.” you will face a loss of
Response classroom privileges.”

Styles

Hostile - “Put that

comic book away
or you’ll wish you
had!”
Different Types
Social reinforcers
- Words, Smiles, Gestures

of Rewards
Graphic reinforcers
- Star, Sticker, Checkmark

Activity reinforcers
- Free time, Special games

Tangible reinforcers
- Treat, Pencils and other
supplies, Certificates
 Have teachers who
Have an optimal help them reduce
learning inappropriate
environment behaviour

Have teachers who

Choose how to
Basic Rights provide appropriate
behave with the of Students support for
advance knowledge appropriate behaviour
of the consequences
that will consistently
follow

Have teachers who do

not violate the
students’ best interests
 Maintain an Expect
optimal learning appropriate
environment behaviour

Basic Rights
of Teachers
Ensure students’ rights and
responsibilities are met by a
discipline plan that:
Expect help from
-Clearly states expectations
administrators -Consistently applies the
and parents consequences
-Does not violate the best
interests of the students
Strengths
• The classroom is being ran as a democracy.
• The teacher shows assertiveness and clarification when giving
directions.
• The expectations of the teacher are clearly stated and enforced fairly.
• Classroom rules, corrective actions, rewards, etc. are precisely written
and explained to the students/parents so there is no confusion.
Weaknesses
• Rewards and corrective actions which enforce the teachers authority.
• Positive and negative recognition are better to use than corrective
actions because through positive and negative recognition the child is
able to make their own decision while learning about themselves and
others according to their own standards.
• The teacher is in total control, meaning they lack communications
with the students. Teachers sometimes forget that each individual is
different and not try to understand each students behaviour.
Application

Be consistent.

Accept the role of giver of rewards and punishments

Hand out rewards and punishments consistently.

Willing to work towards positive interactions with students.

Provide safe learning environment.

Kounin Model Of
Discipline
 Kounin Model
•Kounin believes that organization and planning
are the key to engage students in learning
•Good classroom behaviour depends on
effective lesson management, especially on
pacing, transitions, alerting and individually
accountability
Key The Ripple
Effect
Ideas:
Movement
Manageme
Kounin With-it-
nt Model ness

Overlappin
g
The Ripple Effect
• Students learn from other’s mistakes
• Teacher gives encouragement to the students
• Ability to control classroom better

With-it-ness
• Teacher knows what was going on in all areas of the classroom at all
times.
• Whether students have grasped the work.
• Which students are listening and those who are not.
• Which students are actually doing the work asked
• Student will less likely to misbehave, especially in teacher-directed
lessons.
 Overlapping
• Overlapping works complementary with ‘with-it-ness’.
• Ability to attend to two issues at the same time.

Movement Management
• Pacing, momentum and transitions
• Ability to move smoothly from one activity to the next,
and to maintain momentum within an activity.
• Keeping student attention on the task at hand
Strengths
• Maintaining a good learning environment
• Prevents students from being off task and susceptible to misbehaving.
Weaknesses
•Less help in supportive discipline
•Almost no help at all in the techniques of
corrective discipline, where misbehaviour
must be stopped and redirected positively
Application
• Know what is happening in every area of the classroom at
all times and communicate that fact to students.
• Be able to deal with more than one issue at a time.
• Correct the appropriate target before misbehaviour
escalates.
• Ensure smooth transitions from one activity to another.
• Maintain group focus through alerting and accountability.