This document summarizes 4 classroom discipline models:
1. The Assertive Discipline Model emphasizes teacher-imposed structure and rules with punishments for noncompliance.
2. Rudolf Dreikurs' Logical Consequences Model focuses on fulfilling students' need for social acceptance through positive relationships and logical consequences rather than punishment.
3. Jacob Kounin's Group Management Model stresses preventing disruptions by maintaining teacher "withitness," overlapping tasks, momentum, and smooth transitions between activities.
4. Thomas Gordon's Teacher Effectiveness Training Model emphasizes developing meaningful relationships and mutual benefits between teachers and students for effective classroom management.
This document summarizes 4 classroom discipline models:
1. The Assertive Discipline Model emphasizes teacher-imposed structure and rules with punishments for noncompliance.
2. Rudolf Dreikurs' Logical Consequences Model focuses on fulfilling students' need for social acceptance through positive relationships and logical consequences rather than punishment.
3. Jacob Kounin's Group Management Model stresses preventing disruptions by maintaining teacher "withitness," overlapping tasks, momentum, and smooth transitions between activities.
4. Thomas Gordon's Teacher Effectiveness Training Model emphasizes developing meaningful relationships and mutual benefits between teachers and students for effective classroom management.
This document summarizes 4 classroom discipline models:
1. The Assertive Discipline Model emphasizes teacher-imposed structure and rules with punishments for noncompliance.
2. Rudolf Dreikurs' Logical Consequences Model focuses on fulfilling students' need for social acceptance through positive relationships and logical consequences rather than punishment.
3. Jacob Kounin's Group Management Model stresses preventing disruptions by maintaining teacher "withitness," overlapping tasks, momentum, and smooth transitions between activities.
4. Thomas Gordon's Teacher Effectiveness Training Model emphasizes developing meaningful relationships and mutual benefits between teachers and students for effective classroom management.
This document summarizes 4 classroom discipline models:
1. The Assertive Discipline Model emphasizes teacher-imposed structure and rules with punishments for noncompliance.
2. Rudolf Dreikurs' Logical Consequences Model focuses on fulfilling students' need for social acceptance through positive relationships and logical consequences rather than punishment.
3. Jacob Kounin's Group Management Model stresses preventing disruptions by maintaining teacher "withitness," overlapping tasks, momentum, and smooth transitions between activities.
4. Thomas Gordon's Teacher Effectiveness Training Model emphasizes developing meaningful relationships and mutual benefits between teachers and students for effective classroom management.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1of 7
4.
Model Pengurusan Disiplin Bilik Darjah
Discipline/Managment Model Concept Methods
Teacher-centered. Classroom Discipline Plan is to
1. Model Disiplin Asertif Canter be posted in the classroom and Was designed to meet the needs of teachers, not sent home to parents. their students. three parts: a. supportive feedback: positive Emphasizes the importance of teacher imposed behavior bulletin board, sticjers structure in the classroom. b. rules, and c. corrective actions: punishment Less emphasis on the use of negative techniques, particularly punishment. Classroom Discipline Plan: four main components teacher Now stresses the importance of teachers establishing: demonstrating warmth and caring in order to 1. a set of consistent, firm, develop and maintain positive teacher-student and fair rules; relation. 2. a predetermined set of positive consequences for Positive techniques: positive reinforcement and the adhering to the rules; importance of supportive teacher-student relations 3. a prearranged set of negative consequences to be applied when rules are not followed; and 4. a plan to implement the model with students
Emphasizes the importance of assisting students Teacher target those goals in
2. Model Akibat Logikal Rudolf in meeting their innate need to gain recognition both lessons and during Dreikurs (1968) and acceptance. disciplinary encounters, and thus changes the student’s beliefs. Based on earlier work by German Assumptions: all students desire and need social perceptions and reasoning. psychiatrist Alfred Adler recognition. When this need is not fulfilled, Social belonging students exhibit a hierarchy of misbehaviors based Self esteem on what Dreikurs refers to as “mistaken goals”. Encouragement Trying to Get Attention, Class meeting Seeking Power, Not use punishment, reward Seeking Revenge, and Displaying Inadequacy.
Prevention is based on developing positive
relationships with students so that they can feel accepted.
Logical consequences (Dreikurs and Grey,
1968), which are consequences that have a clear and logical connection to the misbehavior and have been discussed and agreed upon with the student before applied.
An example of a logical consequence for a student
who disrupts others during class might be that the student will be isolated from the group until he or she agrees to rejoin the group without disruption.
Teacher-centered mode. Effective managers engaged in to
3. Model Pengurusan Kelompok keep students focused on Jacob Kounin (1970) Preventing disruptions from occurring in the first learning and to reduce the place. likelihood of classroom Book “Discipline and Group disruption. Management in Classrooms” Kounin describes the teacher behaviors associated with good discipline with the terms: "withitness," Establishing and clearly teaching "overlapping," "momentum," and "smoothness." classroom rules and procedures.
Withitness refers to the teacher's skill in being Specifying consequences and
aware of all that is going on in the classroom no their relation to student behavior. matter how many activities are taking place; for example, working with individual students while Enforcing classroom rules also monitoring the rest of the class. Additionally, it promptly, consistently, and refers to the teacher's ability to correct misbehavior equitably. before it escalates, to nip it in the bud, so to speak. The teacher has to be "with it" in order to know Sharing with students the when to reprimand and when not to. responsibility for classroom management. Overlapping refers to a teacher's skill in handling two or more matters at the same time, such as Monitoring classroom activities dealing with a misbehaving student while and providing feedback and simultaneously maintaining the flow of the lesson. reinforcement.
Momentum refers to a teacher's skill in pacing
instruction in order to cover the lesson's objectives without digressions or distractions by students.
Smoothness refers to a teacher's skill in moving
from one activity to another without being distracted by irrelevant matters. An example of smoothness might be a teacher who presents a science lesson involving an initial lecture to the whole class followed by the class breaking up into teams to conduct group experiments, and all this is happening without wasting a lot of time for the student teams to get organized to conduct their experiments. A smooth-flowing lesson keeps a class interested in the material and lessens the chances for students to get off task and into mischief.
Group alerting--attempting to involve no reciting
children in recitation tasks and keeping all students "alerted" to the task at hand
Stimulating seatwork--providing students
seatwork activities that have variety and offer challenge.
classroom management: the importance of Four basic components of
4. Model Pengurusan Bilik darjah developing meaning and mutually beneficial Teacher Effectiveness Training Thomas Gordon (1918) relationships. (TET): the behaviour window, Main Focus: active listening, Ph.D. with his favorite professor Carl Communication skills and conflict resolution I message and Rogers methods no-lose conflict resolution. Believed self-discipline is developed through Teacher Effectiveness Training autonomy “I message” is used to prevent (TET) Developed Discipline as Self-Control Model conflicts as a teacher assumes The management style promotes problem- full responsibility for future plans Thomas Gordon is a clinical solving techniques, positive relationships and and needs of children. For psychologist who is the founder and communication strategies. example, to avoid the director of Effectiveness Training misunderstanding of classrooms International. rules, a teacher says: “I’d like you Attempts to get each child to take responsibility for their own actions and become self-reliant, attentive to think of some class rules and He has also written several on Friday we will develop a chart students. parenting books that offer teachers of them together”. and parents help in teaching Influence Rather than Control children to be more self-reliant, self- controlled, responsible and Emphasizes the importance of teaching students I messages - state how teachers cooperative. to regulate and manage their own behavior. personally think or feel about situations and behavior. Conceptualizes effective management of a You-messages- are statements classroom as facilitating the shift of management of blame leveled at students’ responsibilities from teacher to students. behavior.
The management style promotes problem-solving “The behaviour window” is the
techniques, positive relationships and concept of problem ownership. communication strategies. Teachers should clearly identify who owns a problem – the child Teachers are encouraged not to discipline or the teacher. If a child students in the traditional manner. Instead, misbehaves, it does not mean teachers should foster open relationships marked that he or she accepts it as by excellent student-teacher communication that something wrong, for example, encourages the student to take an active role in noise or playing games during their own behavior and understand that it is their the lesson is a problem for a own choice and in their own best interest to teacher, not a child. This method behave in a manner that benefits the student, the is connected with a conflict teacher, and the rest of the class. resolution, when after the teacher identified the problem, it is Teacher should always be tolerant, empathic, necessary for him to determine skilful in conflicts resolutions, knowledgeable in its reasons, find out why the child managing the negative children’s behaviour to is angry rather than to demand provide the formation of self-confident and the correction of behaviour. independent personality. “Active listening” is about Gordon highlights the value of intrinsic motivators changes in people. It implies that and encourages teachers to use “I-messages” a teacher sees things from the when talking to students about problematic student’s point of view, accepts classroom behavior. the total meaning of the message, and responds to Contra with Canter’s model, teacher can empower feelings showing sincere interest the students to self-regulate their behavior through and understanding of the modeling, and teaching students how to problem. conceptualize and solve problems for themselves. Plan for Discipline Influence rather than control Preventive skills Determining who owns the problem Confrontive skills Helping skills No-lose conflict resolution
Self-Control: The best way to
create a good sense of classroom discipline is by helping the students acquire an inner sense of self control.
Teacher can empower the
students to self-regulate their behavior through modeling, and
Teaching students how to
conceptualize and solve problems for themselves.
Kohn took a very pro-children approach to Teachers who wish to move
5. Model Beyond Discipline Alfie management, calling instead on teachers to do beyond discipline must do three Kohn everything in their power to foster the environment things: they wish to have through developing student Provide an engaging responsibility and input. curriculum Develop a sense of Discourages the use of positive reinforcement. community Draw students into When students misbehave, we should first meaningful decision-making. question in what ways we are responsible instead of labeling that student as “bad.” One of the most Class meetings offer the best memorable quotes by Kohn (1996) goes as forum for addressing questions follows: “When students are ‘off task,’ our first response should be to ask, ‘What’s the task?’” that affect the class.
Students need to be taught how to be responsible Involve students seriously in
and respectful. Once this is accomplished, all other discussions about curriculum, "content" can be learned at a more "reasonable" procedures, and class problems. rate, with a greater threshold of proficiency. Always ask the question: How can I bring my students into Student growth toward kindness, happiness, and helping decide on this matter? self-fulfillment depends on working closely with fellow students. When concerns arise, the teacher should always ask students: Rules are of no practical value in the classroom. "What do you think we can do to solve this problem?" Argue that: some teachers - and most authorities in discipline - have an unrealistically negative view of students' basic motives.
A.T.A.P How to Achieve a Workable Classroom Environment: In a Core Curriculum Classroom (Grades Pre-K Through 8Th and Special Education) (A Book of Strategies and Research)