EDU3104DICSIPLINE MANAGEMENT MODELS(Compare and Contrast)

PRESENTERS:AZLINAWATI BINTI ALIMOHD HANIF BIN CHE MAHADINURLIYANA BINTI YAAKUBNURUL IZZATI BINTI ZAKI(PISMP TESL SEM3)

OVERVIEW

SIMILARITIES

DIFFERENCES CONCEPT KEY IDEAS

IMPLEMENTATION STRENGTHS

WEAKNESSES

SIMILARITIES

A guide on discipline and behaviour management using different strategies and approaches.

Teacher is the person who responsible to control the classroom, not the students. For example:Kounin: Effective teachingSkinner: ReinforcementCanter: Assertive teacher

There are some elements of behaviourist theory in Skinner and Canter.Skinner: Using positive reinforcement to encourage good behaviours to be repeated and negative reinforcement to discourage negative behaviour from being repeated.Canter: An assertive teacher use both reward and punishment in order to respond to the student inappropriate/appropriate behaviour by showing his/her disapproval of the behaviour followed by what he/she wants the student to do.

Glasser and Dreikurs Models of Discipline implement some of cognitive theory. Both of these models believe that the students should be given a chance to make their own choices and being fully aware of the consequences of these choices.

DIFFERENCES

ASPECT: CONCEPT AND KEY IDEAS

ASPECT KOUNIN DREIKURS GLASSER

Concept Focuses on preventive discipline which is techniques and strategies designed to prevent the occurrences of discipline problems in the first place.

Try to explain the motive of the action.

Method of counseling which teach people how to direct their own live make, make more effective choices and how to develop the strength to handle the stress and problem of life.

ASPECT SKINNER CANTER KOUNIN DREIKURS GLASSER

Key ideas • Extinction • Rules • Discipline

hierarchy

• Ripple effect

• Whitness

• Overlapping • Effective

transition

• Momentum

• Motive: *Seeking attention *Gaining power

*Taking revenge

*Display inadequacy

• Desire:

*Love and sense of belonging

*Sense of power

*Freedom

*Fun • Positive reinforcement• Negative reinforcement

ASPECT: IMPLEMENTATION(STEPS/ TEACHER’S ROLES)

SKINNER’S MODEL

CANTER’S MODEL

KOUNIN’S MODEL DREIKUR’S GLASSER THERAPY

STEPS1. Social-words,

gestures, facial expression, to motivate students when they perform desired behavior.

2. Graphic-stamp happy faces symbols on their book as they complete their homework.

3. Tangible-real objects as rewards (sweets, pencils etc.)

STEPS1. Build positive

teacher-students relation.

2. Establish clear rules.

3. Monitor students’ behaviors by keeping some record.

4. Implement a system of positive consequences.

5. Appropriate consequences to enforce limits set.

6. Establish strong parental support.

TEACHING STRATEGIES

1. Aware of anything that happen in the classroom.

2. Able to handle two things at one time.

3. Ensure T&L activity is smoothly conducted.

STEPS1. Try to find out

the student’s motives.

2. Help students to understand their motives.

3. Help them to achieve their motives.

STEPS1. Build rapport

(teacher-students)

2. Identify the problems and help students set their goals.

3. Making plan and ensure that the students are committed to their goals.

4. If problems continue, modify the plan.

5. Next, contact the parents.

6. Get professionals’ help.

Overall – what the teacher should do to implement the model

SKINNER’S MODEL

CANTER’S ASSERTIVE

MODEL

KOUNIN’S MODEL DREIKUR’S LOGICAL

CONSEQUENCES

GLASSER THERAPY

Prevent discipline problems Guide student

Reward students as they behave well and give negative reinforcement to

remove unpleasant behavior.

The teacher must state a clear

indication of the rules to the students.

Prevent discipline problems to ensure effective teaching.

to achieve their motives in a positive way.

To make effective choices and handling the

problems they face.

ASPECT: STRENGTHS AND WEAKNESSES

::STRENGTHS:: Skinner’s Model of Behavioural Modification

-Can be used to prevent disciplinary problems among the students.-It is simple to be used.-Students can feel successful when they obtain the rewards thus motivate them towards the desired behaviour.

Canter’s Assertive Model of Behavioural Management Model

-Give positive and consistent recognitions which are predetermined.-Students can decide their own actions. -Students learn to accept the consequences of their actions.

Kounin’s Model of Behavioural Management Model

-Do not encourage punishment and violence towards the students.-Emphasizes on high quality of teaching.

Dreikurs’ Logical Consequences Behavioural Management Model

- Gives students understanding of the consequences of their misbehaviours thus promote a high degree of autonomy and responsibility within themselves. -Trains the students to be more consistent and persistent in implementing their new goals.

Glasser Therapy Behavioural Management Model

-Direct finding of solution to the problems faced.-Emphasizes on fulfilling the students’ needs, desires etc.-Build mutual trust between the teachers and the students.

::WEAKNESSES::Skinner’s Model of Behavioural Modification

-Students become materialistic; rewards undermine intrinsic motivation.-It ignores any underlying problems caused by influences at home, in society, or at school.-Has short-term effect.

Canter’s Assertive Model of Behavioural Management Model

-It is quite rigid.-Teachers always play authoritarian role of leader.

Kounin’s Model of Behavioural Management Model

-It is difficult to implement; what works with young children may not work with older children - different techniques need to be used.-Has no rules and regulations set up.-Limit to teachers’ ability especially inexperienced and new ones.

Dreikurs’ Logical Consequences Behavioural Management Model

-It provides only four motives of behaviour which are too limited to explain the students’ actions.-Very difficult for the teachers to identify the motives behind the actions.

Glasser Therapy Behavioural Management Model

-Does not apply to all of the students especially to those children with special needs and lacking of reflective abilities.-Takes longer time to settle the problems.-Requires the teachers to be trained.