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This model is a teacher control The Canter model encourages The Dreikurs model encourages a
model relying upon either both parent and administrative democratic approach to both
positive reinforcement support for teacher discipline development and enforcement of
EMPHASIS ON consequences or punishment management. rules (Erwin, 2003).
to shape observable student
behaviour.
It is simple to use. It is simple to use. Promotes a degree of autonomy
Results are immediate. The personal desires of the for students.
STRENGTH It accommodates most teacher can be enforced. It incorporates a preventative
teachers' desire to maintain It involves parents and approach to discipline.
control. administrators in the discipline It helps students to understand
Students can feel successful process. why they behave as they do.
when they obtain rewards. It helps students to learn correct
Standards of behaviour are behaviour.
uniform, consistent, and clear It promotes mutual respect
to all students. between teachers and students.
Time does not have to be It relies on logical consequences
spent in class discussing rules instead of arbitrary punishment
and students' conduct. and systematic reinforcement
It can be readily employed It helps teacher focus on causes
with all students regardless of for behaviour before they take
age. action
The procedure has been well
researched and found to work
consistently.
The results might not last long. The practice of warning students Teachers have trouble
Students may not perform as by putting their names on the determining the actual motives of
desired when rewards are board may entice some students their students.
terminated to misbehave who otherwise Students may not admit their real
Students may not learn how to would not. motives, either because they
WEAKNESSES govern their own behaviour Students angered by warnings believe that their motives are
The approach may seem too and sanctions may go further in unacceptable or because they do
much like bribery to some their rebellion than they ordinarily not know what they are.
teachers would. Teachers may find it difficult to
It ignores any underlying Students may be embarrassed by respond to students in a non-
problems caused by having their names on the board. controlling way.
influences at home, in society, This approach fails to promote Teachers may have a problem
or at school self-direction in students. dealing with the complexity of
To use so much control in a It fails to deal with the underlying engaging in a dialogue with their
democratic society may be causes of discipline problems, students.
unethical such as emotional illness, divorce,
Students do not get an poverty, racism, and so forth.
opportunity to clarify emotions, It advocates suspensions for
weigh alternatives, decide on extreme misbehaviour when far
solutions, or develop their too many children are out on
intellect suspension already.
Rewards undermine intrinsic Although Canter recommends
motivation using positive reinforcement while
emphasizing negative
consequences, in actual practice,
positive reinforcement may be
excluded.
Canter recommends strictly
enforced rules in the cafeteria.
Children frequently go to fast food
restaurants for lunch without
supervision and cause no
problems. Perhaps schools could
learn something from this fact.
Negative consequences or
punishment stimulates rebellion
and promotes the very behaviour it
is designed to eliminate.