DREIKER'S MODEL

THE DREIKURS MODEL

Confronting Mistaken Goals

DREIKURS' KEY IDEAS

1. Discipline is not punishment. It is teaching students to impose limits on themselves.

2. Democratic teachers provide firm guidance and leadership. They allow students to have a say in establishing rules and consequences.

3. All students want to belong. They want status and recognition. All of their behaviors indicate efforts to belong.

4. Misbehavior reflects the mistaken belief that it will gain students the recognition they want.

5. Misbehavior is associated with four mistaken goals: attention getting, power seeking, revenge, and displaying inadequacy.

6. Teachers should identify mistaken goals and then act in ways that do not reinforce them.

7. Teachers should strive to encourage student's efforts, but avoid praising their work or character.

8. Teachers should teach students that unpleasant consequences will always follow inappropriate behavior.

GLASSERS MODEL

THE GLASSER MODEL

Good Behavior Comes from Good Choices

GLASSER'S KEY IDEAS

1. Students are rational beings. They can control their
behavior.

2. Good choices produce good behavior. Bad choices produce
bad behavior.

3. Teachers must forever try to help students make good
choices.

4. Teachers who truly care about their students accept no
excuses for bad behavior.

5. Reasonable consequences should always follow student
behavior, good or bad.

6. Class rules are essential, and they must be enforced.

7. Classroom meetings are effective vehicles for attending to
matters of class rules, behavior, and discipline.

STOP AND THINK

We were horrified by the real cases of bullies. Now let's stop and think...How could we teachers be part of the problem? Or could the rules be part of the problem?

One way to prevent bullying is to consider where bullying occurs and monitor these places. What about helping students to have a way to reach out for help... how do you think we can do this?

NEO_SKINNERIAN MODEL

THE NEO-SKINNERIAN MODEL

Shaping Desired Behavior

Skinners Key Ideas

This model is called Neo-Skinnerian to indicate that it is made up of newer applications of Skinners basic ideas. Skinner himself never proposed a model of school discipline.

1. Behavior is shaped by its consequences, by what happens to the individual after performing the act.

2. Behavior is strengthened if followed immediately by reinforces. Technically, a reinforcer is a stimulus that increases the likelihood that the individual will repeat the act. We commonly think of reinforces as rewards.

3. Strengthened behaviors are those that have become more likely to be repeated.

4. Behavior is weakened if it is not followed by reinforcement.

5. Weakened behaviors are those that become less likely than before to be repeated.

6. Behavior is also weakened if followed by punishment. Punishment is not the same thing as negative reinforcement.

7. Systematic use of reinforcement (rewards) can shape individuals behavior in desired directions.

8. In the early stages of learning, constant reinforcement produces the best results. Constant means that the behavior is reinforced every time it occurs.

9. Once learning has reached the desired level, it is best maintained through intermittent reinforcement, reinforcement that is provided only occasionally, on an unpredictable schedule.

10. When applied to classroom learning and discipline, this process of behavior shaping through reinforcement is called behavior modification.

11. Behavior modification is one of the most powerful tools available to teachers for strengthening desired classroom learning and behavior.

12. Behavior modification is applied in these two ways:
a. The teacher observes the student perform an desired act; the teacher rewards
the student; the student tends to repeat the act.
b. The teacher observes the student perform an undesired act; the teacher either
ignores the act or punishes the student, then praises a student who is behaving
correctly; the misbehaving student becomes less likely than before to repeat the
act.
13. Behavior modification successfully uses various kinds of reinforces. They include social reinforces, such as verbal comments, facial expressions, and gestures; graphic reinforces, such as marks and stars; activity reinforces, such as free time, free reading, and collaborating with a friend; and tangible reinforces, such as food, prizes, and printed awards.

THE KOUNIN MODEL

THE KOUNIN MODEL

Withitness, Alerting, and Group Management

Kounin : 5 Key Ideas

1. When teachers correct misbehavior in one student, it often influences the
behavior of nearby students. This is known as the ripple effect.

2. Teachers should know what is going on in all parts of the classroom at all times.
Kounin calls this awareness, withitness.

3. The ability to provide smooth transitions between activities and to maintain
consistent momentum within activities is crucial to effective group management.

4. Teachers should strive to maintain group alertness and to hold every group member accountable got the content of a lesson, which allows optimal learning to take place.

5. Student satiation (boredom) can be avoided by providing a feeling of progress and by adding variety to curriculum and classroom environment.

SEVEN MODELS OF DISCIPLINE

SEVEN MODELS OF DISCIPLINE

1. The Kounin Model: Wittiness, Alerting, and Group Management
2. The Neo-Skinnerian Model: Shaping Desired Behavior
3. The Ginott Model: Addressing the Situation with Sane Measures
4. The Glasser Model: Good Behavior Comes from Good Choices
5. The Driekrs Model: Confronting Mistaken Goals
6. The Jones Model: Body Language, Incentive Systems, and Providing Efficient
Help
7. The Canter Model: Assertively Taking Charge

Which do you prefer?

SYNERGOGY

Congratulations to 18mathematicians for the birth of your new blog. I am impressed!

What can we learn on this evolution of learning? Looking at the most basic style : pedagogy is more an expository style where teacehr delivers and learners recieve. Then we go on to andrgogy where learners and the teacher shares experiences. that is what happened when we made our first blog network eagleslead. Then we moved on to synergogy where you took the lead. Learners use their own experienec and materials to teach other learners. The teacher is a facilitator who observes and monitors.

So now you have been very successful and did it quite fast. That shows your competence in intergrating ICT in teaching and learning.

So you are now able to be a model for others. You can expect people from the virtual world which is borderless to visit your blog.

So eagles.. you are flying!