Consequences Models
Focus Point
A Consequence approach to
classroom management is based
on the understanding that teachers
must exert strong control over
children to create an environment
in which learning can occur.
Consequences Models
z
Assertive Discipline
z
Positive Discipline Model
z
Effective Momentum Model
z
Logical Consequences
– Lee and Marlene Canter
– Fred Jones
– Jacob Kounin
– Rudolf Dreikurs
Traditional Model
z Behavior Modification
z
– B. F. Skinner
Assertive Discipline
Analyze your typical behavior management style.
z Do you set firm, consistent limits for all students?
z Do you respond to misconduct in a non hostile,
assertive manner?
z Do you use a firm, calm, confident voice?
z Do you use eye contact, gestures, and the student's
name?
z Do you have a sequential listing of responses (e.g.,
warning, detention, send to office) so that you are
prepared to administer a negative consequence, and
do the students know that you will respond in a
consistent manner?
z Do you "catch the students being good" (e.g.,
answering questions, doing requested assignments)?
Assertive Discipline
Marlene and Lee Canter (1976, 2001) have
developed a discipline model based on
thousands of hours observing teachers in the
classroom.
z What they have included in their model is
based on what the successful teachers do.
z Assertive Discipline is a direct and positive
approach to make it possible for the teacher to
teach and the students to learn.
z
1
Assertive Discipline
Most Teacher Control
Authoritarian Management Style
z Teacher is, at all times, attentive to what is in
the best interests of the students.
z Teachers’ rights include establishing an
optimal learning environment and expecting
appropriate behavior from students.
z Students’ rights include a safe and productive
learning environment.
Assertive Discipline
z
z
z
z
– Code of Ethics
Assertive Discipline Five Basic Procedures
1.
2.
3.
4.
5.
Determine negative consequences for noncompliance
and positive consequences for appropriate behaviors.
Identify your expectations
• Draw a clear line between appropriate and
inappropriate behaviors.
Stress why positive behavior is necessary.
Persist in reinforcing expectations using a firm tone of
voice and maintaining eye contact
• Use nonverbal gestures to clearly convey intentions.
Be assertive in confrontations with students over
behavior, reminding them of expectations and
consequences without hostility or threats.
• Make sure the established consequences are
consistently enforced.
Assertive Discipline Weaknesses
z
z
z
z
z
z
Power inequity
– students are not invited into the management
process.
Rules are nonnegotiable.
Students are punished or rewarded depending on their
ability to conform to the rules established by the
teacher.
Goal of self-discipline is secondary to the models
aims.
– Control is externally imposed on students.
Fails to deal with the underlying causes of discipline
problems.
Extreme misbehavior results in student suspension.
z
z
z
z
z
Teachers insist on proper behavior from students.
Teachers set clear limits and determine consequences.
Teachers respond to misbehavior in a calm, firm
manner.
Teachers recognize and support students when they
practice appropriate behaviors.
Teachers use well-organized procedures for following
through when students do not behave.
Negative consequences are consistently given out for
rule infractions.
Teachers use positive reinforcements, rewards and
praise to encourage good behavior.
Assertive Discipline Strengths
z Simple
to use and straightforward
z Teachers have the power –this gives them
a feeling of security and instills a sense of
confidence in their abilities.
z Involves parents and administration in the
discipline process – TEAM WORK
z Expectations are clear.
z Consequences are consistently applied.
Examples
z
HILLSBOROUGH COUNTY PUBLIC
SCHOOLS TRANSPORTATION
DEPARTMENT
– http://www.sdhc.k12.fl.us/transportation/assertived
iscipline.asp
z
USD of Cherokee, Kansas - Weir Assertive
Discipline Policy
– http://www.usd247.com/vnews/display.v/SEC/Wei
r%20Attendance%20Center%3E%3EDiscipline%2
0Policy
2
Weblinks
Resources
z
http://wik.ed.uiuc.edu/index.php/Assertive_disc
ipline
z http://wik.ed.uiuc.edu/index.php/Canter,_Lee
z http://maxweber.hunter.cuny.edu/pub/eres/EDS
PC715_MCINTYRE/AssertiveDiscipline.html
z
z
z
z
z
z
Positive Discipline
z
z
Fredric Jones (1987)
The use of proximity and physical presence
Lee & Marlene Canter. (1993). Succeeding with difficult
students: New strategies for reaching your most challenging
students. Santa Monica, CA: Canter and Associates.
Lee & Marlene Canter. (1992). Assertive discipline:
Positive behavior management for today's classroom. Santa
Monica, CA: Canter and Associates.
Lee Canter. (1979). Discipline: You can do it! Instructor,
89(2), 106-112.
Lee & Marlene Canter (1976, 1982). Assertive discipline: A
take-charge approach for today's educator. Los Angeles:
Canter and Associates.
Lee and Marlene Canter (1982). Assertive discipline for
parents. Los Angeles: Canter and Associates.
Mandlebaum, L. H., Russell, S. C., Krouse, J., & Ganter,
M. (1983). Assertive discipline: An effective classroom
behavior management program. Behavioral Disorders, 8(4),
258-264.
Positive Discipline Model
z
Weblinks
– Canter and Jones Models
z
http://www.humboldt.edu/~tha1/canter.html
– http://www.fredjones.com/
– http://wik.ed.uiuc.edu/index.php/Positive_Di
scipline
– http://faculty.msmc.edu/frm6763/pdf/positive
_discipline.pdf
Effective Momentum Model
z
z
Jacob Kounin (1977)
– http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
With-it-ness
– http://karolyeatts.com/Classroom%20Manageme
nt/Withitness.pdf
– http://www.pecentral.org/climate/april99article.ht
ml
– http://www.educ.uvic.ca/epls/faculty/rowles/koun
in1.htm
Logical Consequences
Social Discipline Model
z
z
Rudolf Dreikurs
– http://wik.ed.uiuc.edu/index.php/Dreikurs,_Rudolf
– http://en.wikibooks.org/wiki/Classroom_Manageme
nt_Theorist_and_Theories/Rudolf_Dreikurs
This model is based on the assumption that
inappropriate behavior is motivated by the desire to
gain attention, exercise power, exact revenge, or
display inadequacy
– http://www.disciplinehelp.com/teacher/
3
Traditional Model
Traditional or Instructional-eclectic (cookbook
approach)
z Most-teacher-control approach
z Reactive rather than proactive approach
z Uses positive reinforcement, rewards, honor
rolls, special privileges for well-performing
students.
z Figure 4.2 page 57
z
Journal Response #3
z How
can you justify the use of behavior
modification in a democratic society?
– Provide examples
IOSIE Case Study
z
Assertive Discipline
Behavior Modification
z
– "The consequences of behavior determine the
probability that the behavior will occur again“
http://wik.ed.uiuc.edu/index.php/Skinner,_B._F.
z http://wik.ed.uiuc.edu/index.php/Behavior_Anal
ysis
z http://www.behavior.org/
z http://www.cabas.com/homepage.html
z
True and False
Discipline according to Jones is creating time on task in the
most unobtrusive fashion.
2. The main strength of the neo-Skinnerian model is that behavior
modification works.
3. Many traditional approaches use behavior modification.
4. Teachers who rely on the traditional model tend to enforce rules
after critically analyzing each situation.
5. Behavior modification advances the theory that discipline is not
punishment; it is an attempt to instill in students self-control.
6. Canter believes that maintaining momentum in the classroom is
key to successful teaching.
7. The Jones model draws theoretically and conceptually from the
knowledge base of behavior modification.
8. Jones believes that teachers should offer incentives, such as
“preferred activity time to keep students on task.
9. Assertive discipline uses negative and positive consequences
rather than to logical consequences as recommended by
Dreikurs.
10. All teachers use behavior modification to some extent, but few
do so systematically, as advocated by Bandura.
1.
Code of EthicsEthics-Cases from the Field
z
– 2, 7, 19
z
Jones Model
z
The Kounin Effective Momentum Model
z
Logical Consequences
z
Traditional Model
– 3, 15, 22
– 11, 18, 25, 26
z
z
– 1, 15, 19
– 8, 12, 22
z
Behavior Modification
– 1, 9, 10
B. F. Skinner
z
z
Students will write a paper that compares their responses
to those of a practicing teacher about approaches that
would be used when confronted with the situations found
on pages 22-23 in the Scarpaci text.
Students must include their personal response to the
importance of having and adhering to a code of ethics.
The paper must also include how the responses (student
and interviewee) adhere to the Code of Ethics and
Principles of Professional Conduct of the Education
Profession in Florida.
NOTE: Be sure to relate the responses to the specific
components of the Code of Ethics.
The ethics assignment will be assessed using the attached
Adhering to the Code of Ethics Scoring Criteria.
4