TED 626 Assignment 1B:

Approaches to Classroom Discipline and Management

Compare and Contrast Chart

In Unit 1, you have examined a number of models of discipline and management (e.g., Colorosco; Kagan & Scott;
Jones; Curwin & Mendler; Gossen; Morrish; and Glasser). Fill in the table below, comparing and contrasting four
models in terms of a) goal(s), beliefs about behavior, and the role of the teacher in the classroom.

Example: Using Canter and Canter’s Assertive Discipline

Discipline Overall Goal or Beliefs about Teacher’s Role

Model Purpose Behavior in the Classroom
Example: To get students to Teachers have a right to To take charge and be
Canter and Canter’s “choose” to conduct teach and students have a assertive (not aggressive,
Assertive Discipline themselves properly. right to learn without hostile or permissive);
being interrupted by clearly confidently and
misbehavior. consistently express and
model class expectations.
Example: Classrooms with
Color-Card Flip Chart.
Coloroso Kids to be thinking “if I Teachers should not have Teachers should teach kids
have a problem, what is a the ‘brick wall’ technique how to teach and not
good plan?” to allow them to develop necessarily what to teach
and be able to make their and allow them to
Teach them to have a plan own decisions about their experience democracy
and “rescue” them without behaviors in a democracy systems. Don’t publicly
discipline, but flexible system. Students are to announce they are late and
with a backbone for take responsibility for their reward the ones who
constructive and actions; no excuses. showed up on time. Teach
responsible activity. them that some time that
Approaches: Rigid brick rewarding things are more
Not imposing on our kids wall, jellyfish (just kind worth doing. Best thing
what we wouldn’t impose and thoughtful, need more you can do is to get kids to
on ourselves. than that), or backbone fall in love with you and
have high expectations for
classroom behavior. To
teach students to be
responsible and to think
critically; internal
motivation to make good
choices.

6 critical life messages

every day: believe in you,
trust in you, know you can
handle this, you are
important to me, you are
listened to and you are
important to me
1. Supported by 3 pillars: Win/Win Discipline: Teachers should help the
Kagan & Scott get on same side, Aggression, Breaking the students know how to deal
understand from their rules, Confrontation, with their anger
 point of view and they will
be less likely to be
disruptive when they feel
that
2. Collaborative measures
to come up with solutions
to reduce disruptions, then
have a sense of buying in
3. Learn responsibility,
satisfied when we meet
their needs so they are no
longer disruptive
Disruptions can be
avoided by expressing this
appreciation and the whys
behind it.
Mixture of interactionist,
humanist and behaviorist
Glasser approaches. To have team
structures and students do
not need to be dependent
on the teacher.
To treat students with
dignity and discipline in a
Curwin & Mendler non-violent way without
insult. Increase ownership.
And define what is and
what is not acceptable
behavior. Teachers can
stay connected to the
student and not sucked
into the power struggles to
preserve dignity.
Disengaged – Know
positions and get past the
disruption and find out the
why behind it. The seven
positions take it beyond by
further identifying
disruptions as Attention-
Seeking, Avoiding Failure,
Angry, Control-Seeking,
Energetic, Bored, or
Uninformed.
Involves power sharing
classroom meetings to deal
with any issues including
rules, behavior, discipline
and so on. To help
students feel a sense of
belonging, feel important
and have fun and freedom.
Use of a nine-step process
of questioning and
providing an opening for
self-evaluation, the student
will understand their own
accountability. Students
realize for themselves that
inappropriate behavior
affects not only
themselves but those
around them as well. EX:
“What are you going to do
about your behavior?” or
“What is your plan so that
you don’t break the rule
again?”
Discipline with dignity
strategies based on 4 core
principles to avoid
aggressive, hostile,
oppositional behaviors: 1.
Always treat students with
dignity 2. Make
responsibility more
important than obedience
3. Model and teach the
behaviors you expect 4.
responsibly or in a
disruptive way. Tailor
strategies and methods to
meet their needs
depending on the position
disruptive behavior, so the
students feel comfortable
and gives them choices
about what they are talking
about. Open the door to
future communication.
The teacher holds
meetings and the outcome
of the meeting should be
an agreement of the
solution(s) to the problems
by both parties. Humans
are social and like the
support and interests of
others. A sense of
belonging in a team
provides the initial
motivation and help
students realize knowledge
is power, so they want to
work harder on their own.
Focus on behavior, no the
student.
Model the same behaviors
you’d like to see as a
teacher. Use a more close
up practical approach to
discipline and gestures of
warmth. Have clearly
defined boundaries but
approach with love, such
as “I see you don’t want to
be here anymore, so I am
going to ask you to leave
Make sure your strategies but when you come back, I
are practical promise I will have
something neat for you to
do, so you don’t have to
talk with your neighbor.”