Management of Classroom Discipline

7/29/2019 Management of Classroom Discipline

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Draws from school of Behaviourist PsychologyIvan Pavlov : Pavlovs dog, stimulus and response.Watson (1914) : Psychology as the behaviourist

views itClassical Conditioning Operant Conditioning Skinner believed all human behaviour could be

explained in terms of responses toenvironmental stimuli In particular student behaviour can be

controlled with a schedule or program ofreinforcement


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Defined as The reinforcing of behaviour and thereinforcing of its relationship to specificconsequences . (Fetherstone, 2006, p108)

In other words people operate (work, manipulate) on

their environment to gain what they desire (reward). Essential to these views are the knowledge of:

1. Overt or observable behaviour2. What reward is appropriate for that behaviour3. When the reward or reinforcement should be applied Four methods of reward/punishment: Positive and

Negative reinforcement, punishment and extinction


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...refers to the increase in the likelihood orprobability of a response that is followed by afavourable consequence.

(Kazdin, 2001, p50)

For example, a pigeon is awarded food forperforming a certain type of behaviour and this

behaviour is likely to be repeated. Types of positive reinforcers: food and

consumables, social reinforcers, high probabilitybehaviours, feedback and tokens.


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...refers to the increase in the likelihood orprobability of a response by removing an aversiveevent immediately after the response has been

performed. (Kazdin , 2001, p53) For example if a pigeon experienced a continuous

electric shock the pigeon is more likely to peck thebar to cease such an aversive event.

This is similar to taking a headache tablet for amigraine.

By withholding punishment for a student this is likelyto illicit the desired response from the student.


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...is the presentation or removal of a stimulus or eventafter a response, which decreases the likelihood orprobability of that response.(Kazdin, 2001, p56)

For example a pigeon is likely to stop or decrease thebehaviour of pecking a bar if it receives an electricshock.

A punishment is ...any stimulus or event that isperceived by the student as bad or aversive.

(Edwards & Watts, 2008,p64)

Punishment is seen as a last resort. It is applied only afterpositive approaches have been exhausted or when aquick resolution to a situation is needed.


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...refers to the cessation of reinforcement of aresponse that results in a decrease in the likelihoodor probability of the behaviour in the future.

(Kazdin , 2001, p 57) For example if all reinforcers (rewards and

punishment) are withdrawn for a pigeon pecking abar then the pigeon is likely to lower the frequencyof this behaviour or cease altogether.

Examples of extinction include:1. The withdrawal of attention (ignoring).

2. Response cost (fines of money and time).

3. Time outs (the withdrawal of peer reinforcers).


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Has been shown to increase the quality andquantity of schoolwork

Has been shown to eliminate discipline problems

Will reinforce positive behaviours

When appropriately used, it is one of the mostpowerful behaviour changing tools

The most frequently used and most popularstrategy


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May cause children to lose interest in learningwhen rewards are not supplied and replaceintrinsic motivation

The more that rewards are used, the more they areseen to be needed

Impractical to always give reinforcementimmediately

May distract or interrupt the desired behaviour

May need two or three different reinforcementprograms to decrease or eliminate undesirablebehaviour


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Has been shown to increase desired behaviours

Value of the strategy is often underestimated


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Requires an ongoing averse event that can beterminated when the desired behaviour occurs(nagging, pain, loud noise)

Must be delivered frequently before reinforcementcan occur

Often leads to undesirable side effects

Often difficult to administer and must be carefully

controlled so that it can be terminatedimmediately and as soon as the desired behaviouroccurs

Can result in aversive and avoidance behaviour


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May be effective in the short term

Results in students rapidly being able to distinguishbetween acceptable and unacceptable

behaviour

May reduce the incidence of inappropriatebehaviour in all class members

Reduces the probability of occurrence of

unacceptable behaviour

Many situations exist in which it seems effectiveand desirable when there is no other option


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Does not show how to behave and does not lead to desiredbehaviour

May cause resentment, withdrawal, aggression, fear oravoidance

May create a negative reaction in peers May stop students from learning

May have long term negative effects on feelings towardslearning

Students may become sneaky to avoid getting caught

The punishment must be applied immediately andconsistently

May backfire if students enjoy the extra attention

More likely to have negative side effects than positive sideeffects


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Possible that this strategy has fewer aversive sideeffects than punishment

Leaves the person in the learning position

Works well with positive reinforcement to reduceinappropriate behaviour and increase positivebehaviour


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May spend a considerable time to reach thedesired behaviour

May be difficult not to attend to some behaviours

eg. Destructive or disruptive behaviour

May have emotional side effects such asfrustration, anger and confusion


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Teachers should insist on responsibleBehavior

Failure to teach comes from poor classcontrol

Firm control maintained humanely is

liberating. Teachers have basic rights as educators


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Students have basic rights as learners

Teachers must clearly states the

expectations, consistently apply theconsequences, and never violates thebest interests of the pupils

The assertive teacher is more effectivethan the nonassertive or the hostileteacher


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Stating and teaching expectations early

Persistence in stating expectations andwishes

Use of a clear, calm, firm voice and eyecontact

Use of non-verbal gestures that support the

verbal statements Influencing student behavior without threats

or shouting

Broken record technique


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1. Recognize and remove roadblocks toassertive discipline

2. Practice the use of assertive responsestyles

3. Learning to set limits

4. Learning to follow through on limits5. Implementing a system of positive

assertions


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Develop good class control

Student expectations are clearly stated

Rules and limitations are also clearlystated

Helps build classroom respect

Positive, caring, and productiveclassroom environment


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With out student/teacher respect modelwill not work

Teaching style may not fit the needs ofall students

Can be a bad way to start off the year

Teachers can become over controlling


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Teacher: "Vince, you have work to do. Get awayfrom that window and sit in your seat."

Student: "But I want to see the cop give that guy

a ticket."Teacher: "I understand, but I want you to sit downnow."

Student: "'Just one minute, OK?"Teacher: "'No, Vince, I want you to sit down now.Student: "Aw, OK."If student does not obey after third time, then

consequences should be placed into action


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First of all humans are social beings. Thus,all behavior, including misbehavior:

is orderly, purposeful and,

directed toward achieving social

approval-Adler believed that the central motivation

of all humans is to belong and beaccepted by others


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Attention getting

Power and control

Revenge Helplessness or inadequacy


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If the teacher feels annoyed, then thechilds goal is attention getting.

If the teacher feels beaten or intimidated,

then the childs goal is power. If the teacher feels hurt, then the childs

goal is revenge.

If the teacher feels incapable, then thechilds goal is helplessness.Preventingdiscipline problems:


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A. Attention Getting Minimize the Attention - Ignore the behavior, stand close by,

write a note Legitimize the Behavior - Create a lesson out of the behavior,

have the class join in the behaviors

Do the Unexpected - Turn out the lights, play a musicalinstrument, talk to the wall

Distract the Student - Ask a question or a favor, change theactivity

Recognize Appropriate Behavior - Thanks students, give the awritten note of congratulations

Move the Student - Ask the student to sit at another seat, sendthe student to a "thinking chair" B. Seeking Power and Control

Make a Graceful Exit - Acknowledge student's power, removeaudience, table matter for later discussion,

Use a Time-Out Apply the Consequence


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C. Seeking Revenge

Same as for "Contest for Power"

D. Displaying Inadequacy Modify Instructional Methods Use Concrete Learning Materials and Computer-Enhanced

Instruction Teach One Step at a Time (or break instruction into smaller parts) Provide Tutoring Teach Positive Self-Talk and Speech Teach that Mistakes are Okay Build Student's Confidence Focus on Past Successes Make Learning Tangible Recognize Achievement


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Dreikurs did not believe in the use of punishment, reinforcementor praise.

Instead, he believes that natural/logical consequences and theprocess of encouragement are the most useful techniques forpreventing discipline problems.Praise vs. Encouragement

According to Dreikurs, encouragement is more important thanany other aspect of child raising because a misbehaving child isa discouraged child.

Encouragement corresponds so well to childrens goals. Childrenseek approval and encouragement is a legitimate way to do it

Encouragement focuses on effort rather than achievement, so it

gives positive feedback to children who are trying hard but maybe unsuccessful.

Encouragement motivates them to continue trying. Praise is verydifferent from encouragement. It focuses on the level ofachievement.


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If a student writes on the walls of the school,The teacher may keep her after school (punishment)The teacher may ask the student to clean thewalls (logical consequence)

If a student damages classroom materials,The teacher may send a note to the studentsparents (punishment)The teacher may prevent the students use ofclassroom materials until he chooses to use themproperly (logical consequence)

If a student is late for the class,The teacher may keep her after school (punishment)The teacher may ask the student to wait at the dooruntil she receives a signal that her late arrival will nolonger disturb the class (logical


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Promotes a degree of autonomy for students. It incorporates a preventative approach to discipline. It helps students to understand why they behave as

they do. It helps students to learn correct behavior. It promotes mutual respect between teachers and

students. It relies on logical consequences instead of arbitrary

punishment and systematic reinforcemen It helps teacher focus on causes for behavior before

they take action.


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Teachers have trouble determining theactual motives of their students.

Students may not admit their real motives,either because they believe that theirmotives are unacceptable or because theydo not know what they are.

Teachers may find it difficult to respond tostudents in a non-controlling way.

Teachers may have a problem dealing withthe complexity of engaging in a dialoguewith their students.

Management of Classroom Discipline

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