Unit 1 Assignment 1b Discipline Management Philosophy
Unit 1 Assignment 1b Discipline Management Philosophy
Unit 1 Assignment 1b Discipline Management Philosophy
Author Note
Correspondence concerning this article should be addressed to Bobbi
Ross-Neier at 566 Dorena Drive, Newbury Park, CA 91320.
E-mail: [email protected]
The following paper provides a summary of four different discipline and classroom
management philosophies for teachers and students. The graphic organizer provides a summary
of Colorosos Backbone Approach to Discipline, Kagan and Scotts Win-Win Philosophy, the
Jones Model of a Visual Instructional Plan and Curwins & Mendlers Discipline with Dignity.
Also provided is a one page reflection of the authors beliefs about classroom management
discipline as well as goals for improving my classrooms current management plan. From unit
resources and professional experience a thoughtful reflection on classroom management and
discipline is provided.
Colorosos Backbone
Approach to
Discipline
Overall Goal or
Purpose
To get students to
choose to conduct
themselves properly.
Beliefs about
Behavior
Teachers have a right
to teach and students
have a right to learn
without being
interrupted by
misbehavior.
Students need
external and internal
motivation for
behavior. 4 rules;
show up on time, be
prepared, do
assignments, respect
own & others life
space
For students to
demonstrate learned
responsibility through
collaborative
solutions between the
teacher and the
students.
Teachers Role
in the Classroom
To take charge and be
assertive (not
aggressive, hostile or
permissive); clearly
confidently and
consistently express
and model class
expectations.
Example: Classrooms
with Color-Card Flip
Chart.
To provide an
environment of internal
and external motivation
factors for students to
succeed, with
boundaries. This
approach contains six
critical life messages:
1. I believe in you
2. I trust in you
3. I know you can
handle this
4. You are listened to
5. You are cared for
6. You are very
important to me.
The teacher needs to
get to know her
students beyond school
and school activities.
Then the teacher can
tailor instruction and
activities to meet all of
the students needs and
interests by using
follow ups and
preventative
procedures.
To provide instruction
that allows for
students to participate
to be engaged in the
learning rather than
disrupting the class.
To discipline and
interact with students
in a respectful
manner that
maintains everyones
dignity. Curwin &
Mendler outline the
following points for
interacting with
students:
1. Always treat
students with dignity
2. Make
responsibility more
important than
obedience
3. Model and teach
the behaviors you
expect from young
people
4. Make sure your
discipline strategies
are practical
Current discipline
system is hypocritical
and takes students out
of the classroom
and/or school. Instead
Jones model
provides instructional
strategies to keep
students in class; to
provide interaction
between students and
teacher and to have
fun while learning. If
students are having
fun they are less
likely to disrupt and
misbehave.
The responsibility
element of behavior is
important along with
the importance of
modeling the
behaviors teachers
want to see from their
students. Positivity,
rather than negative
influences, such as
yelling or demanding,
create a safer
environment, so as
ownership of the
behavior increases we
see better behavior.
Included are the
Positive Prevention
Factors:
1. Warmth
2. Clearly defined
limits
3. Democratic
atmosphere
4. A sense of
accomplishment
or success
not engage, in a
negative manner, with
the students.