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Name: Jemmel Gadbilao

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It is known that the way teachers behave with children affect the children’s behavior. It sometimes seems like discipline is about yelling and negative things. However, this does not have to be the case. The word discipline often brings thoughts of punishment and scolding. In this case, the term discipline means to educate, especially in matters of conduct.

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The purpose of this report is to help you develop a discipline plan for your class; to be familiar with how to diagnose problems with your students; and to know how to change the plan to fit appropriate situations in the teaching and learning proceed. There are many models that address discipline techniques and implementations for teachers. Below we will elaborate on the differing discipline models. While reading, consider which approach you adopt.

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1.    The Kounin Model:  Behaviorist- Stimulus Response Model

Kounin argues that learners will adopt good behavior and eliminate bad behavior to gain a reward and/or avoid punishment. Behavior followed by a desirable reward, such as praise, is likely to be repeated. If behavior is followed by undesirable incident, such as pain or fear, the behavior is less likely to be repeated. Kounin's discipline model focuses mainly on the behavior of the educator and what the educator should do to achieve desirable behaviors in his or her learners. Kounin recommends two techniques that can be used to address learner misbehavior. He terms these “withitness” and “overlapping”. He describes "withitness" as the educator’s attribute of having eyes at the back of his or her heads. The educator must be able to know and see what is happening in his or her class even if he or she is busy with something else. An educator who is “with-it” knows what is going on in the classroom at all times. Overlapping is the ability to attend to two things at the same time. For example, an educator may be helping a small group of learners and also observe that members of the class are not engaging in what is expected.

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2.  The Neo-Skinnerian Model:  Behavior Modification Model

The Skinnerian model emphasizes that behavior that is rewarded tends to be repeated, while behavior that receives no reward tends to be abolished. In order to control discipline, Skinner's model rewards good behavior and punishes bad behavior. Skinner focused his approach on reinforcement. Reinforcers are like rewards, they influence an individual’s behavior in a desired direction. Skinner made use of the terms such as operant behavior, reinforcing stimuli, schedule of reinforcement, successive approximations and positive and negative reinforcements. Operant behavior is a voluntary action. Reinforcing stimuli are rewards that the individual receives after performing a desired behavior. Receiving rewards motivates learners, increasing the likelihood that the behavior will be repeated in the hope of obtaining more rewards. Schedules of reinforcement occur when reinforcement is produced on an ongoing basis. Positive reinforcement is the process of supplying a reward that the learners favor. Negative reinforcement removes something that the learner is fond of. In his model, Skinner assumes that behavior is learned and that reinforcements serve as motivators for achieving good behavior. Educators can reward desired behavior with praise and enjoyable prizes; and punish undesirable behavior by withholding all rewards.

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3.  The Glasser Model: Theories of Educational Transformation

Glasser’s model focuses on students acknowledging their behaviors as responsible or irresponsible. Glasser asserts that such behavior will help the student make logical and productive decisions in the classroom. There are 4 steps within Glasser’s Discipline Method. Below is a detailed description of each step.

1. Looking: Here the teachers responsibility is to observe the student and the situation. The educator reflects on past disciplinary actions that he or she may have used, and implements a new course of action.

2. Questions: In this step the teachers responsibility is to ask the student who is misbehaving various questions that allow the student to reflect on his or her behavior. Such questions a teacher may ask are "In what way is your behavior appropriate?" Glasser recommends that teachers avoid asking students "why" questions because the goal here is for the student to reflect on the behavior he or she was engaged in.

3. Commanding/Reinforcing: This is where the teacher can confront the behavior and put an end to it. Through this procedure one can begin to create a behavioral plan with the student. The teacher must help create this plan but remind the student that they are responsible for their actions, and must engage in the consequences that both the student and teacher have created.

4. Acting and Isolation: If the previous steps do not change the exhibiting behavior, here the teacher is to isolate the student from classroom activities.

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4.     The Dreikur’s’ Model: Mistaken Goal Model

Dreikur’s’ believes that behavior is reasoned and goal directed. The underlying belief of this model is that learners want to belong, to be accepted, and that they are able to choose right from wrong behavior. Dreikur’s sees the prime goal for misbehavior as an underlying motivator of student behavior. He identifies mistaken goals such as attention, power and revenge, that students turn to when unable to achieve the primary goal of belonging. Also, Dreikur’s believes that student behavior is goal directed. He believes that the key to correcting behavioral problems lies in exploring with the leaner the goals prompting the learners conduct. He asserts that a child should be held responsible for his or her action that is the result of a goal directed decision taken by the child. According to Dreikur’s a child should be given a chance to make his/her own choices, being fully aware of the consequences of these choices. The consequences should be logically related to the child's choice of behavior. In his model. Dreikurs implements logical consequences. He claims that it is necessary for students to accept the logical, natural consequences of their behavior.

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5.     The Canter Model: Assertive Behavioral Model

Canter and Canter developed an approach which is known as “assertive discipline”. Assertive discipline centers around the fact that students have rights: they need a caring educator who will provide warmth attention and support. Educators also have rights: they must teach in an appropriate learning environment and welcome support from parents, administrators, and learners. Educators must be assertive: firm, consistent, and provide positive encouragement and motivate good behavior. Learners have the right to learning that calmly and consistently enforces rules. This model notes that teachers should not ask rhetorical questions about misbehavior and should develop a system for rewarding good behavior. The educator should be able to communicate to the learner what is wrong and provide a model of good behavior. Assertive discipline is based on the idea that the educator’s attitude influences his or her behavior which in turn influences the students behavior. The Canters distinguish three types of educators: non-assertive, hostile and assertive teachers. Non assertive educators are those who allow themselves to be manipulated by learners; hostile educators impose control and the assertive educator believe in their abilities and use such skills to foster learning. It is imperative to comprehend that being assertive is different from being aggressive. The goal here is to foster in educators a feeling that they are in control in the classroom. An educator taking calm but firm control shows assertiveness by calmly enforcing agreed-upon rules of conduct. Assertive educators do not express an intention to hurt, but want to help.