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THE SKINNER MODEL OF DISCIPLINE

The Skinner Model of Shaping Desired Behaviour

According to Skinner:
Systematic use of reinforcement (rewards) can shape students' behaviour in desired directions. Behaviour becomes weaker if not followed by reinforcement. Behaviour is also weakened by punishment. In Faizals case, constant reinforcement is needed to produce the best result.

Problem 1: After he endured the punishment, he was never the same person anymore. Faizal no longer interested in learning and he became violent to other students and teachers.

What the teachers should do to gain Faizals interest in learning? Catch Faizal being good (doing anything that is appropriate). Reward him whenever he participates or works. Reiterate the class rules regarding work. Praise Faizal whenever he follows the rule. Consider stronger reinforces. If praise is ineffective, use points or other tangible objects to reinforce and shape Faizal's improvement in learning. Set up a contract with Faizal. Identify a reward that is exceptionally attractive to him. Outline what he must do in order to earn the reward. Share the contract with Faizal's parents to enlist their support. Reinforce every improvement Faizal makes.

The Canter Model of Discipline

The Canter Model of Assertive Discipline

Assertiveness and insistence are at the focus of Canter's model. This model provides a very powerful system of corrective discipline.

Problem 1: Even though Faizal is a smart boy, he often gets neglected by his teacher who always pays attention to better looking students. Things had gone even worst for him when he was transferred to lower class only because the teacher wanted to allow another student who was richer than Faizal to the first class regardless Faizals good results.

The teacher should not practice favouritism among his students. As a teacher, he should treat the students equally. The teacher should give what Faizal need (tender, loving and care). The teacher should increase the number of positive interactions with Faizal. Because the primary cause of this problem is related to the student's feelings of insecurity. Focus on building the individual's self-concept and sense of security. Attempts to implement the subsequent steps of the plan will be ineffective if the teacher is not first successful in elevating the student's self-concept.

Problem 2: After he endured the punishment, he was never the same person anymore. Faizal no longer interested in learning and he became violent to other students and teachers.

What the teachers should do to gain Faizals interest in learning? Teachers should strive to develop a classroom climate that is safe, peaceful, calm, and predictable, suffused with personal concern for students. Sustaining such a climate will enable the teachers to help students conduct themselves responsibly despite problems they may bring with them to school. Building trust The teachers can show what he care about students as individuals by treating every student as they would want their own child to be treated. They can reach out to students in ways such as: Take a student interest inventory. Find out about brothers and sisters, friends, preferred activities, hobbies, favourite books and TV shows, future hopes and what students a like their teachers to do. Greet students individually at the door. Spend some individual time with students. Give one-on-one attention when possible. When a student is ill, send a get-well card or use the phone to convey best wishes.

Problem 3: The classs rascals start to shout at him and call him names like they always do. Faizal felt like he had enough with all the bad treatment he got and started to beat several of the boys. For once, he lost control and it had brought him severe damage. The headmaster called him and he was suspended from school.

What the teachers should do to discipline the students behaviour? Using punishment to enforce limits Design a strategy for punishing students who disturb or call names to Faizal. The consequence the teachers decide should be discussed with the entire class. Everyone must understand that the consequence will apply to anyone who is caught fighting, no matter who started the fight. Whenever students are found fighting, everyone directly involved will owe five minutes off of recess or a free-time period. Don't attempt to discern who started the fight. Anyone caught fighting will owe time-period. At first this may seem to be an unreasonable procedure, since the bully is obviously the student with the problem. However, all students must learn to avoid fighting and to handle their differences in more acceptable ways. Enforcing the consequence across the board shows the bully and the other students that you are not punishing the bully, you are punishing the behaviour of fighting.