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A Comparison of Discipline Models


AComparison of Discipline Models

AComparison of Discipline Models

Discipline model





Wong`s &quotEffective Classroom&quot

  • This model is clear on what needs to be done throughout the year. The rules and procedures for classroom environment are set at the beginning of the year (Tauber, 2007)

  • The model sets what is expected in place hence easy to achieve the

  • The theory focuses more on the achievement of the teacher rather than the student

  • The actions of the students might not always coincide with the principles of the model and the model relies on this cause-effect assumption (Tauber, 2007).

  • The model saves on time spent disciplining leaners

  • The model can be applied by all teacher since it defines everything that the teacher has control over

  • The model generalizes all students and does not take into account the individual student needs (Tauber, 2007).

  • Teachers applying this theory focus solely on teaching and overlook the personal development of the children.

Kagan, Kyle, and Scott`s &quotWin-Win Discipline&quot

  • The model involves the student hence achieving much needed success

  • The model helps students to bring out their potential

  • The foundation of this theory is clear and it positively based on meeting the student’s needs to avoid indiscipline (Kagan, n.d)

  • The model focuses on behavior change as the priority in class rather than learning and teaching

  • Transmission of knowledge is overlooked over attitude change for students (Kagan, n.d).

  • The model enhance personal growth and development, as well as intellectual development

  • The model ensures harmony and cooperation in class if managed well.

  • Students focus a lot on attitude change hence gaining little in terms of academic content.

  • The model may at times make student to rely too much on the teacher hence behaving in certain manners just for the purpose of receiving accreditation (Kagan, n.d).

Morrish`s &quotReal Discipline&quot

  • The model takes the human nature into perspective hence seems practical and applicable (Charles, 2007).

  • The model is divided into steps of training, teaching and managing hence making it applicable

  • The model is based on the reaction of the student and does not cater or encourage initiation (Charles, 2007).

  • The model does not provide clear transition boundaries from training, to teaching into management

  • The model ensures that students learn responsibility and discipline

  • If it can be implemented properly, the model can ensure there is harmony in the classroom

  • The model overlooks the need of child uniqueness and may hinder creativity

  • The model may lead to rebellion in children who do not find the need to comply (Charles, 2007).

Iview the win-win model as the best amongst the three since it allowsthe personal development of children. The model focuses on individualstudent behaviors and it seeks to ensure that negative behaviors arereplaced with good behaviors. The real discipline and the effectiveclassroom models have a similarity in that they both adoptpredictable methods to teach behavior. However, the real disciplinemodel focuses more on individual student needs than the effectiveclassroom model which focuses on the whole class (Tauber,2007).

Identify10 negative classroom conditions and/or disruptive behaviors thatinfluence the teaching environment Answers on how these conditionsand behaviors can be changed are incorporated.

Inorder for teaching to take place, the environment of the classroommust be conducive and void of any interruptions. There are conditionsin the classroom of behaviors amongst the students that may disruptor influence the classroom environment. It is the responsibility ofthe teacher to ensure that his classroom is effectively and properlymanaged in order to achieve the objective of his lessons, which is totransmit knowledge and skills to the learners. It is vital to pointout that the responsibility of maintaining a favorable learningenvironment lies squarely with the teachers and the management of theschool. Whether it is the condition of the classroom or the behaviorof the students that is affecting teaching, the school management andthe teachers have a responsibility of ensuring that such conditionsor and behaviors are totally eliminated. The learners must alsoadhere to their responsibility of obeying the rules and theprocedures set by the school. The following comprises of variousclassroom conditions and behaviors that may influence and or disruptthe learning environment.

Thesize of the classroom may have an influence on the learningenvironment. Poorly designed classrooms disrupt proper learning ortransmission of knowledge (Hoosain&amp Salili, 2007).For instance, a class where the some students are not able to see theteacher may interrupt their concentration and the understanding ofwhat is being taught. The size of the class must be big enough toaccommodate all the students in positions where they can see eye toeye with the teacher. Failure to do this affects the learningenvironment.

Itis also paramount to have a classroom in a place which is void of anyform of noise. Noise will definitely influence the concentrationlevels of students, hence leading poor delivery of content (Hoosain&amp Salili, 2007).Such classes may be placed near the road or the railway. In such asituation, it is evident that even the best students who may desireto learn must be interrupted by the noise.

Itis also vital for the teacher to ensure that he or she organizes theseating arrangement in such a way that close friends do not seattogether. It is evident that this will encourage communicationbetween the two learners and this might interrupt the learningenvironment (Hoosain&amp Salili, 2007).

Naturalfactors such as the sun, wing or rain may affect the learningenvironment. It is paramount to have the class located in a placewhich is free of wind, rains, extreme heat or extreme cold (Hoosain&amp Salili, 2007).Such extreme conditions will affect the learning environment hencestudents will not grasp the content. The classroom design is just amatter that can be handled by the management and it will ensure thatthe learning environment is favorable.

Thenumber of students per class is another classroom condition that mayaffect the learning environment. It is recommended that a normalclass should have a maximum of 30 students. However, it is not asurprise, especially in Africa where population is growingexponentially, to find a class with over 70 students and only oneteacher (Hoosain&amp Salili, 2007).Crowded classrooms may affect the learning environment. Congestedlearners will be unable to concentrate when some do not even haveplace to write on.

Theresponsibility of the condition of the classroom lies with themanagement of the school and the teachers. It is the duty of themanagement of the school or the donors to ensure that the classroomstructures are located in favorable areas for learning. That is, theclassrooms must be located in places where there is no noise, free ofwind, rain and extreme cold or heat. The management must also ensurethat the number of students and the teachers allows the teachingrecommended number of students per teacher (Hoosain&amp Salili, 2007).In other words, the teacher student ratio must reflect a favorablelearning environment.

Thereare also various behaviors that are depicted by the students that mayaffect the learning environment. It is vital to point out that amajority or all of these behaviors are as result of the students’needs not being met.

Tostart with, students may depict aggressive behaviors in class suchbeing abusive or fighting (Seeman,2010).Such behaviors may disrupt the normal learning process in theclassroom. Students with such behaviors may have failed to get theirneeds and end up turning their aggression to fellow students.Classroom management requires that the teacher controls such behaviorin the classroom. Disruptive behaviors such as aggression can becontrolled through effective and proper classroom managementstrategies such as ensuring that students know all the rules andprocedures before a embarking on teaching (Seeman,2010).It is also vital to ensure that the students know the repercussionsof engaging in prohibited behaviors such as aggression in form offights or abuses.

Confrontationor arguments among students in the classroom are a common occurrence(Seeman,2010).It is however noteworthy that these arguments are a disruptivebehavior in a learning environment. When two or more learners startarguing, they attract the attention of the other learners and that ofthe teacher hence interrupting the learning process. It is evidentthat the students may be arguing since their needs are not met. It istherefore clear that the win-win model of classroom management can beadopted where the teacher will ensure that the needs of the learnersare met (Seeman,2010).This will not only end the argument, but it will also ensure that thestudents engage in disciplined behaviors in future.

Somelearners also engage in the disruptive behavior of lackingconcentration in class. In other words, they disengage from the class(Seeman,2010).This is a disruptive behavior that affects the learning process. Theteacher needs to establish the needs of the particular student andensure that they are met. This will ensure that the studentconcentrates in class and does not interrupt normal learning process.

Amajority of students will avoid failure or embarrassment throughshouting in class. For instance, when a teacher issues an assignment,the learner may shout that the assignment is hard. This is adisruptive behavior, which is guided by the learner’s fear offailure. The teacher must apply the strategy of setting clear rulesand procedures to be followed in the classroom in the course of thesubject lessons (Seeman,2010).This will ensure that such behaviors are avoided in class. Inaddition, it is the responsibility of the teacher to discourage suchbehaviors through punishment to avoid their recurrence.

Lastly,the use of mobile phones has become a thorny issue for many teachersacross the world to deal with. It is evident that a majority ofstudents own mobile phones and are subject to using them even inclassrooms. This is a disruptive behavior especially where a studentpicks up calls in class (Seeman,2010).It interferes with the flow of the lesson, as well as theconcentration of other students. It is also a common occurrence tofind mobile phones ringing in the classroom. This disrupts theclassroom and it is therefore a disruptive behavior. It is clear thatsuch behaviors exist because the teachers fail to set rules at thebeginning of the year. Teachers can adopt the effective classroommodel where they set rules and procedures to be followed at thebeginning of the year. This will ensure that there are no disruptivebehaviors in the classroom.


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Seeman,H. (2010). Preventingdisruptive behavior in colleges: A campus and classroom managementhandbook for higher education.Lanham, Md: Rowman &amp Littlefield Education.

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Hoosain,R., &amp Salili, F. (2007). Culture,motivation, and learning: A multicultural perspective. Charlotte, NC: IAP.

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Tauber,R. T. (2007). Classroommanagement: Sound theory and effective practice.Westport, Conn: Praeger Publishers.

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Kagan,S. (n.d.). Win-windiscipline: Strategies for all discipline problems / Spencer Kagan, Patricia Kyle, Sally Scott.

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Charles,C. M. (2007). Today`sbest classroom management strategies: Paths to positive discipline.Boston: Pearson/Allyn Bacon.

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