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 !cott;
"ones; Cur#in $endler; %ossen; $orrish; and %lasser&. 'ill in the table belo#, comparing and contrasting four
models in terms of a& goal(s&, beliefs about behavior, and the role of the teacher in the classroom.
(xample) Using Canter and Canter*s +ssertive ,iscipline
Discipline
Model
Overall Goal or
Prpose
Belie!s a"ot
Behavior
Teacher#s $ole
in the Classroom
(xample)
Canter and Canter*s
+ssertive ,iscipline
-o get students to
.choose/ to conduct
themselves properly.
-eachers have a right to
teach and students have a
right to learn #ithout
being interrupted by
misbehavior.
-o ta0e charge and be
assertive (not aggressive,
hostile or permissive&;
clearly confidently and
consistently express and
model class expectations.
(xample) Classrooms #ith
Color1Card 'lip Chart.
Colorosco
-o get students to ta0e
responsibility and plan
#ithout ma0ing excuses
!tudents need flexibility
and a environment that is
creative, constructive and
responsible activity
-eachers should give
students six critical life
messages) I believe in you,
I trust in you, I 0no# you
can handle this, you are
listened to, you are cared
for, you are important to
me. Create a bac0bone
environment.
Kagan and !cott
2in 2in ,iscipline
,evelop techni3ues on
ho# to deal #ith student in
moments of disruption by
utili4ing follo# ups and
preventative procedures
!upported by three pillars
important to behavior
outcomes) !ame !ide
(understand from student
point of vie#&,
Collaborative solutions
(#or0ing #ith students to
find solutions&, 5earned
6esponsibility (student
learn responsible #ays to
meet needs.&
-eacher should get to the
source of issues and meet
the needs responsibly and
teach students to meet
their o#n needs.
(stablish a relationship
#ith student
"ones
,evelop positive #orm
methods to discipline and
eliminate helplessness.
-o correct behavior
students need a clear road
map for every step so it is
more memorable for
students.
-eachers should
implement teaching 7I8s,
7isual instructional plans.
It accelerates learning and
understanding.
Cur#in and $endler ,iscipline #ith dignity.
-eachers must reason and
be the example and model
that they #ant to see in
their students.
!tay personally connected
to student by utili4ing four
core principles, treat
students #ith dignity,
ma0e responsibility more
important than obedience,
model and teach the
-eachers need to be caring
#ith #armth, set clear
defined limits, let students
develop and apply the
classroom rules, give
students a sense of
accomplishments and
behaviors you expect,
ma0e sure strategies are
practical.
success, sho# s0ills in
recogni4ing and resolving
conflict
Use privacy, eye contact
and proximity
+void hoo0s
5isten, ac0no#ledge,
agree, defer
1point out a fight is
bre#ing
1set limits to behavior
1ac0no#ledge the
disruption
%ossen 6estitution is a systematic
and creative approach to
self1discipline that enables
students to strengthen
themselves by repairing
their mista0es.
!elf 6estitution
+ll behavior is purposeful
9ou can al#ays tell #here
a student is coming from
by the 3uestions students
as0.
,ealing #ith behavior by)
!elf discipline
!tabili4e the identity
7alidate the misbehavior
!ee0 the belief
Internal motivation
-eachers should strive to
be the example they #ant
to see in their students.
-ry to strengthen the
students from ta0ing the
manager position.
%ives them opportunity to
live up to the ideal person
they #ant to be.
$orrish 6eal discipline and best
practice
-each students to do
things the right #ay
instead of al#ays
punishing the bad.
:elp students create a plan
for success.
-o be a effective teacher
base discipline on
expectation.
-each students a better
#ay to deal #ith situations
by moving from basic to
effective classroom
management
(ffective discipline
techni3ues