Think about a classroom situation in your past where a teacher used an ineffective discipline method.
● Why was it ineffective?
● Based on your readings, what changes could have been made to improve the discipline
process and create a more positive classroom climate?
Classroom situations cannot be predicted. They are dependent on teachers, students
and very even on their mood. One of the most important aspects that teachers struggle to
maintain a balance with is to be available to the students when needed and discipline. I
recall, in my first year of teaching, I did not know how to maintain this balance. I had always
strived to be there for students from my limited good experiences with teachers and
professors. However, I did allow students to test boundaries and not hold a firm ground
when needed. As a result, for my mixed level classes, The head boy and two younger
students stood outside of class chatting for 15 mins after the bell. While I did peep out of the
door and made eye contact with them, assuming that they would get back in. However, that
was not the case. The students had continued chatting. I realised that I needed to do
something, but sadly also mistook it as disrespect. At that time the biggest thing playing on
my mind was that if the headboy Is not leading by example, I cannot question the younger
ones. As a result, I ended up punishing the headboy in front of the entire mixed levels class.
After class, I had a conversation with him and the younger ones about their behaviour. They
apologised but the damage was done. It was not about how they perceive me but the fact
that I actually embarrassed a student. Honestly, I regretted it the same day but just did not
know how to handle the situation better.
As time has passed and I have learned and grown and I read these ideologies now, I
know what I did after class is what I should have done in the first place. I should have
spoken to the students and brought in shared control and let them decide the consequences
of their actions. I am not only saying this based on my readings but also based on more
recent experiences. Students really thrive when spoken to and given a chance to not only
take responsibility for their actions but also for the consequences of those actions. While
they are put in a position to reflect, they also realise the power of responsibility. My biggest
regret and learning from thai experience was that, even when enforcing classroom rules,
students still need to be treated with respect. Teachers need to be mindful to not strip them
of their dignity. The objective is not to discipline them in our presence or in the school
environment. The objective is to build a sense of responsibility, the ability to reflect upon
themselves and their actions. These are life lessons that will help them. That one incident
has helped me grow so much. I very strongly advocate the guiding model for inner
behaviour instead of commonly followed behaviour modification. It is exactly what Delisio
advocates in the article Practicing Love & Logic can mean happier schools, “Maintain dignity for the
adult and child; whenever possible, share the control; whenever possible, share the thinking -- get the
child to do more; if consequences are necessary, use the empathy-with-consequences approach”.
Think about a classroom situation in your past where a teacher used an ineffective discipline method.
● Why was it ineffective?
● Based on your readings, what changes could have been made to improve the discipline
process and create a more positive classroom climate?
Since then, I have co-created classroom agreements/rules and then learned that it is okay
for them to pre-decide the consequences as well. I have encouraged students to keep
themselves in check. If needed at all, I ask them to revisit the classroom agreements. They
know the agreements and the consequences. Hence they are just guided to take ownership
and are treated with dignity and respect at all times. This has been the most effective
method for me. Although it was a learning curve for me, it was definitely a worthy and
beautiful learning curve.
Reading List
1. Delisio, E.R. (2008). Practicing Love & Logic can mean happier schools. Education World.
[Link]
● This article outlines Jim Fay and David Funk’s theory of “love and logic” which
focuses on creating independent thinkers and learners through modeling and
shared control.
2. Kohn, A. (1995). Discipline is the problem- Not the solution. Learning Magazine.
[Link]
● This article by former teacher Alfie Kohn discusses the importance of creating a
positive learning community to decrease discipline problems, instead of resorting to
threats and bribes.
3. Notes from Haim Ginott's books. (n.d.). [Link]. [Link]
● This resource provides notes and excerpts from Ginott's works. Focus on the links:
Between Teacher and Child; and Between Parent and Teenager.
4. What is inner discipline? (2018, June 10). Edupedia.
[Link]
● This resource explains the concept of inner discipline as a tool to use for classroom
management.
Think about a classroom situation in your past where a teacher used an ineffective discipline method.
● Why was it ineffective?
● Based on your readings, what changes could have been made to improve the discipline
process and create a more positive classroom climate?
Medium-Teacher Control/The Interacting Model
5. Baker, K., McCallum, K., McGibbon, M., Steeves, N., & Zirpolo, J. (n.d.). Cooperative
discipline model Linda Albert.
[Link]
linda_albert_summary_3_pages.pdf
● This document provides a brief summary of Linda Albert's Cooperative Discipline
Model.
6. Classroom Management. (n.d.). National Education Association.
[Link]
management
● This website provides several articles on classroom management techniques. Scroll
down near the bottom of the page and you will see them. Choose one or two articles,
on the topic of classroom management, to read.
7. Curwin, R., Mendler, A., & Mendler, B. (2018, April). Chapter 1: Core beliefs and principles. In
Discipline with Dignity: How to build responsibility, relationships, and respect in your Classroom (4th
ed.). [Link]
[Link]
● This chapter provides a thorough summary of the Discipline with Dignity model which
focuses on creating a plan with students to help them with their decision-making
abilities.
8. Henry, S.E., & Abowitz, K.K. (1998). Interpreting Glasser’s control theory: Problems that
emerge from innate needs and predetermined ends. In R.E. Butchart and B.E. McEwan
(Eds.), Classroom Discipline in American Schools: Problems and Possibilities for Democratic
Education, pp 157-163. Retrieve from LIRN resources Ebook Central ProQuest.
● Read pages 157-163 of this resource which focuses on William Glasser’s control
theory, a method that encourages student decision-making through teacher
encouragement. When you access the book through eBook Central follow these
instructions: Choose the option to Read Online. Open the table of contents (top left -
three links) and expand Part II. Ethnographic and Personal Perspectives on
Classroom Management. Choose Chapter 6. Interpreting Glasser's Control Theory:
Problems that Emerge from Innate Needs and Predetermined Ends.
Think about a classroom situation in your past where a teacher used an ineffective discipline method.
● Why was it ineffective?
● Based on your readings, what changes could have been made to improve the discipline
process and create a more positive classroom climate?
● To access the LIRN resources you must log in to Moodle and access the Library and
Information Resource Network (LIRN) located under the Resources link on the Home page.
Click on the Alphabetical View tab at the top of the page and scroll down to the database where
the resource is located (eBook Central, ERIC, Gale, etc). Copy and paste the title of the resource,
into the search bar. A link to the resource will appear. Once you access the book through
eBook Central follow these instructions:
○ Choose the option to Read Online.
○ Open the table of contents (top left - three links)
○ Expand Part II. Ethnographic and Personal Perspectives on Classroom
Management.
○ Choose Chapter 6. Interpreting Glasser's Control Theory: Problems that
Emerge from Innate Needs and Predetermined Ends.
○ If you have any problems please contact library@[Link].
9. Kagan, S. (2002). What is win-win discipline?. Kagan Online Magazine.
[Link]
● This article discusses Kagan’s win-win method of discipline which encourages
responsible student problem-solving and solution planning.
10. Nelsen, J., & Gfroerer, K. (2017). Positive discipline tools for teachers: Effective classroom
management for social, emotional, and academic success. Harmony Books, 1-8.
[Link]
id=GgEQDQAAQBAJ&printsec=frontcover&dq=positive+discipline&hl=en&sa=X&redir_e
sc=y#v=onepage&q=positive%20discipline&f=false
● Read pages 1-8 (introduction) which summarizes Nelsen’s theory of positive
classroom discipline, focusing on improving classroom management by
determining how to analyze students’ behaviors.
High-Teacher Control/The Intervening Model
11. Jones, F. (n.d.). Chapter 18- Discipline management. In Positive Classroom Discipline.
[Link]
● This source, from Jones’ book Positive Classroom Discipline, summarizes his method of
positive discipline which focuses on a three-level system.
12. Marshall, M. (2020, August 26). How to discipline without stress, punishment, or rewards.
ThoughtCo. Retrieved on April 16, 2021, from [Link]
without-stress-punishment-or-rewards-3110686
Think about a classroom situation in your past where a teacher used an ineffective discipline method.
● Why was it ineffective?
● Based on your readings, what changes could have been made to improve the discipline
process and create a more positive classroom climate?
● In this article, Marshall summarizes his Discipline Without Stress program which
encourages teachers to not control students but to teach them social skills.
13. Mather, N., & Goldstein, S. (n.d.). Behavior modification in the classroom. LD online.
[Link]
● This article provides a summary of B.F. Skinner’s theory of behavior modification,
also known as operant conditioning, and how it specifically relates to education.
14. Sandidge, R.F. (2009). Assertive discipline. In E.M. Anderman & L.H. Anderman (Eds.)
Psychology of Classroom Learning: An Encyclopedia. Retrieved from GALE eBooks (Note: search
in Gale for the author and the title using Library Resources)
● Note: search in Gale for "Sandidge. Classroom Management" using Library
Resources. Scroll down to the section on Assertive Discipline.
● Read the section on Assertive Discipline (pages 166-168) which summarizes Lee and
Marlene Canter’s theory of assertive discipline, a model that utilizes consequences to
teach behavior.
Optional Video
1. Howe, Tyler. (2012, September 17). Haim Ginott 7 [Video]. YouTube.
● From a TV appearance, Ginott talks about communicating with children. (2:35)
Focus On
comprehension of significant ideas related to topic(s) under discussion
- reflection on readings and efforts to consider applications, distinctions, comparisons,
counterexamples, etc.
- use of correct examples/quotes to make points & to elaborate on themes, issues, distinctions, etc.
