ED 554 Martha McDaniel Russo

Nine Classroom Discipline Models Part A: Read the material. Part B: Resume the principles of each model and describe the relation between the model and biblical principles.
REDL AND WATTENBERG MODEL This model for classroom discipline is based on the underlying reasons for behavior in the classroom. It hypothesizes that the group has an independent dynamic due to influences from the same group. The stress in this model is placed on the teachers knowledge of reaction and control of groups. There is a place in this model for techniques which manipulate the group and individual reaction of the students. Included are techniques for influencing self-control, help with specific problems, praise and punishment or reward. Biblical Principles: 1 Timothy 5:22 Dont share in the sins of others. James 4:17 He who knows to do good, and doeth it not, to him it is sin.

KOUNIN MODEL This model is based on the teachers ability to provide variation in the classroom teaching methods, in the teachers strict control of time, student behavior and accountability for the group. There seem to be no Biblical Principles related to this method.

NEO-SKINNERIAN MODEL This model is based on learning principles of B. F. Skinner and as his theory says this model also states that behavior is dependent on the reinforcement received. If there is no reinforcement, negative or positive, the behavior will be changed until receiving some kind of reinforcement. Intermittent reinforcement helps to confirm behavior already learned. There seem to be no Biblical Principles related to this method.

GINOTT METHOD This method postulates that the discipline in a classroom is an ongoing work which depends in great measure on the teachers self-discipline. It decries the lack of respect for students exhibited sometimes by teachers who are frustrated and promotes harmonious communication between students and teachers. Biblical Principles: Ephesians 4:29 Let no corrupt communication come out of your mouth. Ephesians 4:26 Be angry and sin not.

DREIKURS MODEL This model is based on the theory that all students need recognition and a place. And they will often make the mistake of seeking this recognition in ways which are harmful to the classroom situation. These mistaken goals are attention, power, revenge seeking and displaying inadequacy. The model deals with the teachers methods in that it states that the teacher must react to the students misbehavior vehemently but avoid praising anything but their efforts in the class work, never their work itself or their character. Biblical Principles: Proverbs 20:11 Even a child is known by his doings.

JONES MODEL This model relies on the actions of the teacher in the classroom in that it declares the teacher to take control of the classroom through their physical presence, with body language, eye contact, hand signals, etc. It also relies on an incentive system and the provision of adequate individual help during the tasks to be performed in the classroom. There seem to be no Biblical Principles related to this method.

CANTER MODEL This model of assertive discipline includes a modeling of correct behavior, a dependence on the student for self-control as his right to choose how to behave and the understanding that his choice brings along with it the consequences which have been announced and rehearsed. The teacher asks for (not demands) correct behavior but gives the students liberty to choose.

It relies on firmness in the management of the classroom from the teacher and a consistent follow-through. It also requires record-keeping which had not been mentioned in any of the aforementioned methods. Biblical Principles: Proverbs 2:1-7 Be obedient and God will make you wise
Col. 3:20 Children, obey your parents in all things, for this is well-pleasing in the Lord.

Proverbs 2:20-22 Your actions will have positive or negative consequences. Hebrews 6:10 As God is not unjust, our rewards will come for helping Gods chosen people and showing them His love.

DOBSON MODEL This model is behavioral in that it states that all behavior depends on the reinforcement received, good or bad. Rules should be identified and good behavior expected but all behavior must be reinforced immediately as non-reinforced behavior will be eliminated. Biblical Principles: Proverbs 13:24 Spare the rod and spoil the child. Proverbs 2:20-22 Your actions will have positive or negative consequences.

LEMAN MODEL The Reality Discipline model holds the student responsible for his behavior, emphasizing accountability and responsibility as in the real world. It focuses on the acts performed and uses discipline instead of punishment as it considers punishment to be an act against the child and not against his bad behavior. Teachers should be reasonable and fair but not coddling as the child will not get coddling from the real world. Biblical Principles: Proverbs 2:20-22 Your actions will have positive or negative consequences.

Part C: Select the model you consider to be the best choice for your classroom and explain why you chose this model.
DISCIPLINE MODEL FOR MY CLASSROOM For my classroom I would choose the CANTER METHOD. This is the method which most corresponds to my personal philosophy of what the teachers role in the classroom ideally should be. It also represents a model of responsibility which is exactly what I want to model for my 15 year-olds in my Feuersteins Instrumental Enrichment classes.

Although it does include some previous planning and some follow-through paperwork, the use of these will make me more methodical and more meticulous which is actually something I can handle as they also make me feel more secure and prepared to handle the classroom situation. The students will hopefully be more open to communication as I plan to allow them to have some input as to the most important rules for the classroom. In the practice of procedures in the beginning of the school year we will have to develop some precise means of dealing with talking which is not class discussion as this is the heart of the Feuerstein Method and the biggest problem with this class. The level of distraction from the topic of discussion has been high in the past and although the minor intervention techniques have worked with many students there are those who have resisted this non-verbal means of control. So I propose to let them know in the first classes that this will be dealt with in a more strident manner in this year. As I have selected this method, I will plan on the follow-through by producing notes to the parents in a fill-in format (with copy) in order to provide feedback with prudent time breaks to have the parents onboard ahead of time in the event of an ongoing student problem. These will be in a positive and a negative format and accumulative for the positive behavior, or for positive change in a negative behavior, to earn an eventual reward such as getting out of class 5 minutes ahead of time, etc.

Part D: Tell which Biblical principles should be integrated in your selected method in order to strengthen its use in your classroom.
Biblical Principles: Proverbs 2:20-22 Your actions will have positive or negative consequences 1 Timothy 5:22 Dont share in the sins of others. James 4:17 He who knows to do good, and doeth it not, to him it is sin.