Classroom Discipline Comparative Study
Compare/Contrast Chart:
Discipline
Model
|
Overall Goal or
Purpose
|
Beliefs about
Behavior
|
Teacher’s Role
in the Classroom
|
Example:
Canter and Canter’s
Assertive Discipline
|
To get students to “choose” to conduct themselves properly.
|
Teachers have a right to teach and students have a right to learn without being interrupted by misbehavior.
|
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.
|
Curwin & Mendler:
Discipline with dignity
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Practical strategies that teach nonviolent discipline that promotes respect and models of behavior which students can follow.
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Discipline with Dignity principles, responsibility more important than obedience, leading by example.
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Model and Teach the behavior you would expect from your students.
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Gossen:
Restitution
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Teaching self-discipline and personal responsibility, bolstering student’s sense of empowerment and self-actualization by providing opportunities to fix their mistakes
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Behavior centers around self-respect, or lack of self-respect, which develops respect for others, or can manifest in lack of respect for others. Behavior is purposeful.
|
“I made a mistake.”
Teacher is in the manager position, which advocates for the self-respect of each student, including the struggling student, as well as the shared school environment.
|
Coloroso:
Backbone Discipline
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Students who can think for themselves and choose behaviors, as well as the consequences for those behaviors.
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Students are able to understand their choices and personal responsibility in a way that preserves dignity and promotes personal growth.
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Six Critical Life Messages
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Jones:
“Tools for Teaching Overview”
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Positive and warm problem-solving strategies
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The best behavior coaching comes from common sense and enjoyment in practical steps
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Use what works, provide a picture for every step, give students a map toward learning that they can follow and be rewarded by being able to participate
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