Module 7 – Building a personal model of classroom discipline
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Module 7 overview

Building a personal model of classroom discipline

Objectives

On successful completion of this module, you should be able to:

• explain in detail the criteria for evaluation of discipline models

• apply the knowledge of the various discipline models to your own approach to management of student behaviour

• clarify the criteria needed to develop your own effective model of discipline

• justify the elements of your own model of discipline.

Learning resources

Text

Edwards, CH & Watts, V 2004, Classroom discipline and management, chapters 11 & 12.

Introduction

This module is the culmination of your studies of models of discipline. You now have the opportunity to apply your knowledge to the design of your own personalised approach to the management of student behaviour. Most students will base their model around one or a combination of models studied in this course. It is also possible to incorporate approaches and considerations not covered in this course, but which may be particularly relevant to the context in which the student is working. The module takes you through a set of criteria for the evaluation of models of discipline and for the design of a personal model of discipline. This is an activity-based module. You are asked to complete all the tasks outlined here until you have developed your model and have evaluated it.

7.1 Evaluating models of discipline

Duke and Meckel (1984) have developed a detailed set of criteria for the evaluation of models of discipline. These criteria are centered on the goals, characteristics, and assumptions of models. Five of the models covered in this course are evaluated. Look at how Duke and Meckel have ‘scored’ the different models. Do you agree with their evaluation? Using the same criteria, evaluate the models covered in this course but not addressed by Duke and Meckel.

GOALS

CHARACTERISTICS

ASSUMPTIONS

As with all sets of criteria, there will, no doubt, be points you are unsure of in respect of the meaning of the item. You are asked here to apply your own interpretation to the criteria points. I am also sure your evaluation will differ somewhat from that of Duke and Meckel.

Take the time now to evaluate five other models covered in the course. When you have finished, look at all ten models. How well did the model or models you are positively disposed to fair in the evaluation?

GOALS

CHARACTERISTICS

ASSUMPTIONS

Your text offers another set of evaluation criteria (chapter 12, p. 268, 2nd edn). It would be useful now to apply these criteria to the same ten models evaluated above. I have grouped the models according to their links with management, leadership, and non-directive approaches to discipline. A table is provided below to assist you in the evaluation process. You may choose to use a numerical rating scheme to evaluate the models rather than assigning a tick.

EVALUATION CRITERIA

7.2 Building a personal approach to discipline

While it is not uncommon to find teachers who adopt one model of discipline and follow through with it in all their teaching activities, most teachers acquire and use an approach which is made up of components of a number of different models and practices they have learned about during their teaching career from listening to other teachers, attending seminars, and reading professional literature. Teachers also apply procedures which are part of their school’s behaviour management policy/plan. Unfortunately, many teachers apply disciplinary practices without an awareness of their theoretical, philosophical, and research foundations. Worse still, many teachers have not developed a comprehensive or consistent approach to behaviour management. Their efforts are directed at some aspects of behaviour management (usually corrective procedures) and tend, overall, to be reactive rather than proactive.

It is my belief that teachers will profit from having a deep understanding of the underpinnings of their behaviour management strategy, and from an approach which is comprehensive, covering preventive, supportive, and corrective procedures. Before you begin the task of designing your own model of discipline you should return to chapter 2 of your text and review the information contained their about making decisions about discipline. Having done that, go to chapter 13 of your text and look at the detailed example of a personal theory of discipline described their. This will help you appreciate all the considerations which need to be covered when developing a comprehensive model.

If your inclination is to adopt a model or to put together a model based on two or more existing models of discipline, your task is somewhat easier, compared to what is required when building a model from scratch, beginning with an examination of your perspective on education, child development, and learning. The adoption/component building process is fine, but you need to be continually aware that all the elements of your model are consistent. A teacher who adopts/devises a model which is critical of the use of external reinforcement, should not inadvertently build into their model an incentive system or practices which run counter to this feature. Apart from this consideration, all that is required is to ensure that the end product covers preventive, supportive, and corrective management procedures and scores well on Edwards’ evaluation criteria (see table above).

If you plan on ‘starting from scratch’, you will still draw on elements of existing models and practices, but your product will likely be better tailored to your unique teaching circumstances and the particular requirements of the school. Charles (1999) provides a structure for teachers designing their personalised approach to discipline. It is an eight step procedure. The steps are outlined below.

Step 1. Clarify student and teacher needs and tentatively set limits. Come to an understanding of your students and the way you would like your classroom to operate. Think about how you would like your students to respond to you and to each other.

Step 2. On the first day, discuss with students behaviours which will best meet their needs the needs of other students and the needs of the teacher. This should be a frank and open discussion involving a genuine effort to consider the views of students. The teacher should carefully guide the process to ensure that decisions made are in the best interests of everyone.

Step 3. Together with students, write out agreements and consequences for governing behaviour in the classroom. Students must understand the agreement, consider it fair, and express a willingness to abide by it.

Step 4. Establish a support system. Communicate your plan to the principal and get his/her support. Team up with one or more of your colleagues so that you can discuss discipline issues and problems with them and get their help when needed.

Step 5. Decide what you will do regarding preventive and supportive discipline. Plan procedures and activities which cover these two areas of discipline. Continually review and add to them.

Step 6. List what you will do in trying to be the best possible model for your students. Act as you would like them to act.

Step 7. Determine what you will say and do when students violate the class agreement. Think through and preplan your response. Make sure your response is free of unnecessary emotion, focuses on the behaviour in question, and involves consequences which are appropriate to the situation.

Step 8. Implement, evaluate, and modify your system. Collect data and be a good observer of student behaviour. Plan regular times to stop and think about how things are going. Modify and refresh you procedures to ensure they are keeping up with the needs (often changing) of the students.

Conclusion

So concludes this part of your journey along the path to acquiring sound behaviour management practices. You now need to continue the process of continually examining your perspective on and approach to discipline. The knowledge you have acquired here may not make the task of managing student behaviour less of a burden for you, discipline will always be a problem, it will hopefully however, provide you with a structure and direction to help you make better decisions about behaviour management.