MODULE 2
MODELS OF DISCIPLINE
Introduction: This module focuses on models of discipline. As you read about and explore each of the topics found in Chapter 2, reflect and make connections to either your teaching practice or the practices of the teachers you believe have most influenced you.
*** Note: One of the assignments for this module requires an interview with a teacher.
Grading: This assignment is worth 90 points. Please see the rubric for the grading of this assignment. Keep in mind that excessive grammar, punctuation, spelling, and composition errors will result in a reduction of points for this assignment. Failure to submit the assignment by the due date may result in a reduction equivalent to a letter grade reduction.
Due Date: The due date for this assignment may be found in the course assignment link in Canvas or on the course calendar in the syllabus.
Format:
· Submit your assignment as ONE Word Document via the appropriate assignment function.
· You must use Microsoft Word, font TNR, size 12, single spaced
· Use headings (example – Section 1: Vocabulary), so that sections are clearly labeled.
· Be thorough in your responses to each section.
I. Vocabulary
Directions: In your own words, define each term/concept and provide an example from the real word of education, preferably your school setting. Make sure to label the definition and label the example. Follow the example included below with the term “Model of discipline.” (Worth 2 points each, for a total of 16 points)
a. Model of discipline
Definition:
Example:
b. Low control approaches
c. Medium control approaches
d. High control approaches
e. Congruent communication
f. Logical consequence
g. Behavior modification
h. Classroom management plan
II. Short-Answer Questions (worth a total of 40 points)
Answer each of the following in approximately two or three sentences.
SECTION 1. THE DEGREE OF CONTROL
1.Why would it be helpful for teachers to identify their preferred model of discipline when determining their approach to classroom management and discipline?
SECTION 2. LOW TEACHER CONTROL APPROACHES
2.Describe the essential characteristics of Haim Ginott’s congruent communication as it relates to classroom management and discipline.
3.Describe the essential characteristics of Barbara Coloroso’s Inner Discipline.
SECTION 3. MEDIUM TEACHER CONTROL APPROACHES
4.Describe the essential characteristics of Rudolf Dreikurs logical consequences system.
5.Describe the essential characteristics of Spencer Kagan’s Win-Win Discipline?
SECTION 4. HIGH TEACHER CONTROL APPROACHES
6.How is a “high control teacher” different from a “medium control teacher?”
7.Why do high control teachers want to create structure in the classroom?
SECTION 5. DEVELOPING YOUR MANAGEMENT PLAN
8.How does determining your management philosophy influence your management plan?
III. Assignments (worth a total of 25 points)
1. Interview a teacher whom you consider an expert with his/her personal classroom
management plan. (This question is worth 15 points.) a. Summarize the content of the interview. Be sure to identify the setting in which the teacher works (e.g., grade level, subject area(s), geographic location,
socioeconomic profile) and how the teacher’s plan is influenced by the setting
in which he/she works.
b. Identify at least two new ideas related to classroom management that you glean
from the interview. Explain how these ideas could be implemented in your
classroom or a classroom with which you are familiar.
2. Your Philosophical Perspective: Some teachers are very teacher centered and prefer to
make most of the decisions and direct what goes on in the classroom. Other teachers
are student centered and prefer to give some decision-making responsibility to the
students and have more student–student interaction. There is a range of these
perspectives, from low teacher control to high teacher control.
a. Where do you fall on that continuum of teacher-centered to student-centered
perspectives? Which model of discipline do you believe aligns with your
perspectives?
b. Why do you place yourself at that point?
c. What are the implications of your philosophical perspective on the selection
of rules and procedures, course content, instructional approaches, and
assessments?
IV. Case Study (worth a total of 9 points)
CLASSROOM CASE STUDY
A Cooperative Learning Unit Turns Sour
Pedro Ramirez was excited about a new unit he had planned for his high school science students on global climate change. He wanted his students to explore several key aspects: the research evidence, political agreements or disagreements about climate change, the ecological changes, and the influences on people throughout the world. Mr. Ramirez split his class into cooperative learning groups, with each group having responsibility for a separate major aspect. He provided many resources for each group and asked the groups to be ready to report their findings after the groups worked on their topic for several class periods.
Students were on task in their groups at first, but gradually students in each group got off task. They were talking, texting, tossing papers, and walking around the room. By the third class session, only a few students in each group were working on the tasks. Mr. Ramirez was very disappointed and reached a breaking point soon after the start of the fourth class session of group work.
Focus Questions
1. If you were in his shoes, what would you do at that moment?
2. At that moment, what would a teacher with a low teacher control approach do? With a medium-control approach? With a high-control approach? (See Tables 2.1 and 2.2. in the text)
3. What could Mr. Ramirez have done in his planning and preparation to minimize this off-task behavior?