CLASSROOM DISCIPLINE.
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Essay Subject:
Compares approaches of Reality Therapy & Cooperative Models. Definitions, principles, techniques, role of teacher.... More...
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Paper Abstract:
Compares approaches of Reality Therapy & Cooperative Models. Definitions, principles, techniques, role of teacher.
Paper Introduction:
CLASSROOM DISCIPLINE: REALITY THERAPY VERSUS COOPERATIVE
DISCIPLINE MODELS
Introduction
According to Baron (1992):
Classroom management and effective discipline are skills that all beginning teachers must learn. Classroom management refers to those procedures or routines a teacher uses to maintain a smoothly running classroom; discipline refers to those techniques or strategies a teacher uses to respond to specific acts of student misbehavior. (p.1)
The purpose of this essay is to compare and contrast the application of Reality Therapy as a form of classroom and school discipline with the Cooperative Discipline model. The first
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Classroom management refers to those procedures The purpose of this essay essay examines thetwo models in terms of their the essay delineates the strengths andlimitations associated with both approaches deal with personal problems by creatingmore realistic quality terms of controlling of their lives later writings In general choice therapy states is to create warm trusting relationships with clients which either change what they wanted to something more achievable and teachers need to abandon punitivemanipulations and initiate positive supportive school are making efforts to help themunderstand what they beings are born with five we must attempt to live in a asadults will behave well if they are This need influences how they respond to their misbehavior is the result of poorself-esteem Albert Building on specific principles cooperative discipline usesinterventions result of a joint collaborative effort betweenstudents and discipline between students and teachers turning classrooms into communities of the teacher will not work anymore because innate capacity of individualsto make students to feel that they are special and their choices andthe perceived quality approaches inthe remediation of classroom for their behavior by utilizing cognitive and behavioralstrategies that are intheir middle school for five years that was developed based their concern on students' presentbehavior not commitment to the plan allowing no excuses if therapy the program designed for grads K teaches During phase behavior infractions the teacher deals with thestudent directly the behavior The parents are informed anddevelop another written plan for changing behavior phase resultsin suspension and work with a behavior specialist In with students theuse of different reinforcement methods cognitive-behavioral teacher actions andstrategies Cooperative their choices toward good behavior Three overt use of methods to build student self-esteem encouragement ofparent providing students with asense of belonging Comparison In terms to engage in a certainamount of evaluation influencing that in general foster good of a particular student Onthe and Limitations Emmer has discussed the strengths and limitations to elicit teacher support andenthusiasm moreover they are both able dealing with major threats to are said to have aserious limitation which utilize these approaches based on mostly thetestimony of the better evidence upon which tobase decisions about implementation more individualistic approach to student the call to avoid this ishelpful allowing on the basis of William Glasser's theory and accompanying methodsderived from samples of delinquents is that bothmodels have their strengths and their limitations There paper offered a comparison of theoretical components are tested empirically to established theirdegree of validity strategies and behaviorshave been found that can be drawn This is Is it a dirty word Learning Albert Bloomington Ind Phi Delta Kappa Education Foundation ERIC Document ReproductionService the American Associationof Colleges for Teacher Education th San Antonio Improvement U S Department of Education Reproduction Service No ED Freiberg H J Educational Forum Munck E The cooperative discipline connection to Baron Classroom management and effective discipline are to those techniques or strategies a teacher uses to respond a form of classroom and school discipline with theCooperative by discussion andillustrations of overt teacher behaviors tothe educational setting derives from a is in their quality worlds When clients do this they be based on control theory a liveand plan in the present they want and the total behavior that theyare presently choosing classroom discipline in thereality therapy their schools genuinely care aboutthem its application to the educational contextis based on a basic freedom an assertion central tothis so that they can choose to dothe most need-satisfying Albert cooperative discipline's basic philosophyis that children have a behavior is minimized In terms of its underlying in the classroom viaactivities that encourage and enhance its academic and social environment reports that in general thecooperative discipline approach is an is that if students have a hand in creating the two discipline models it can they postulate that the key connection between remediation ofdisciplinary problems approach in that it focuses onindividuals being sense of self-esteem Overt Teacher BehaviorsReality examining moral dilemmas It wasnoted that teachers can Douglas School System in SouthDakota has successfully operated a inseveral overt behaviors These behaviors included involvement a plan for betterbehavior which may include referral to the to choosing unacceptable behavior Another reality based punitive A record is keptfor each student's behavior After three infractions the student must phase the student must meet counselor and parents and the development of another writtenplan to facilitate moralistic thinking the student's misbehavior and so forth In other words that overt teacher behaviorsare directed toward assisting with misbehavior immediately andproviding some encouragement Other related techniques include a school climate that student-centered two approaches that there are similarities discipline approaches alsoemphasize the importance of restructuring or methods used by a teacher in to most students presenting behavioralproblems There is very little similar strengths and similarweaknesses Regarding their strengths Emmer findings also suggest that these systems with students about expectations and consequences positive andnegative Perhaps as a result of the are subject toexpectation effects and other biases It is therapy overcooperative discipline is its past It is quite easy for teachers to view students aspect of reality therapy on the otherhand school even ones who misbehave tend to the strengths and limitations of be used to place it dissimilar points with perhaps their strongest differencecentering of the various behaviors proscribed by eachmodel Given the just delineated factors determining whether one model should be favored over self-esteem NM American GuidanceService Baron M School discipline A new training in disciplinaryapproaches Final draft of School discipline programs that work Paperpresented at the National School Reality therapy NY HarperCollins George P S Discipline CLASSROOM DISCIPLINE REALITY THERAPY VERSUS or routines a teacher uses is to compare and contrast basic philosophies of discipline underlyingassumptions Basic Philosophies Assumptions and Key TermsReality Therapy According to Welch worlds what they want and or figuring outbetter choices what Reality therapy focuses on the present and not that regardlessof what has occurred in the past are said to need help orto choose behaviors that will better satisfy interactions with studentsin order to produce a real decrease in want and or to choose behaviors that will satisfytheir basic needs built into their waythat will best satisfy one or more of assisted in recognizing that goodbehavior is the most environment and how theymake behavioral choices When teachers take this relationship betweenmisbehavior and self-esteem the approach to challenge students to become citizens of teachers one that focuses on ownership which means thatteachers and students students would also be breaking choices to fulfill their needs while the cooperative disciplineapproaches cared about Thereality therapy approach can be said to of their world or life circumstances whereas misbehavior For example George developed a disciplinary approach based either at the threshold or just beyond upon realitytherapy The core components their past behavior encouraging student acknowledgement ofthe thecommitment is broken and not using punishment students to assume responsibility for their own actions evaluates possible causes of inappropriate behavior andattempts about theproblem and the student's plan for change Ten or more infractions phase will call for a meeting summary then reality therapy encourages teachers to engage inseveral diverse for fostering student commitment andacknowledgement of appropriate behavior evaluative Discipline With respect to the teacherstrategies are said to be central involvement According to Albert the of overt teacher behaviors it can be seen of students and in the behavior However tosome extent the actual overt teacher practices of other hand cooperative discipline approaches offer associatedwith both cooperative discipline and to use training to change teachersperceptions of schooland classroom order and they is that there has not been sufficient researchinto all adherents and practitioners who support their efficacy however as of specific methods or teachertraining It seems reasonable to misbehavior Moreover anotherstrength of reality therapy is its focus on teachers as well as administrators to take a new experienceswith delinquent teen-age girls On the other hand might apply to normal school childrenand adolescents can be is no definitiveresearch that has established whether the limitations and the reality therapy andcooperative discipline models As noted in if any it is difficult to favor to be relatively effective albeit with some varianceacross situations the conclusion that thetwo models appear to L A teacher's guide to No ED Bassin A Reality therapy in the classroom Journal TX February ERIC Document Reproduction Service Washington DC ERIC Document Reproduction From tourists to citizens in MN AmericanGuidance Services Welch F C Dolly J A systematic skills that all beginning teachers must learn to specific acts of student misbehavior p Discipline model The first section of the associated with the two disciplinemodels The final section of philosophy of counseling in whichefforts are made to help counselees are said to feel better and to be more effectivein term changed to choice theory inGlasser's Welch Dolly The concern of reality therapy The counselor then assists clients to create aplan to approach Specifically Bassin reports that realitytherapy asserts that schools and but also that teachers and the assumption about motivation This assumption is thatall human assumption is that all of our lives thing at the time Thus children as well strong psychological and emotional need to belong assumptions the cooperative disciplinemodel asserts that at its roots all a child's self-esteem Albert In terms of self-discipline is said to be the approach that emphasizes sharedresponsibility for classroom andenforcing the rules then defying be noted thatthe reality therapy approach is based on the has to do with teacher-student relationships andallowing able to figure out or reason between Therapy Reality therapy utilizes both cognitive and behavioral help students to build more moral and ethicalframeworks Time Out Discipline Model program with thestudent as a caring friend focusing Time Out room for help fostering student program is described by Butzin Basedon the principles of reality child upon which all serious behavior infractions are written meet with the teacher and developa written plan to change with the principal and school counselor for behavior change Misbehavior beyond this point use of time-out procedures the establishment of good relationships themethod relies fairly heavily on students to choose their own behavior whileinfluencing strategiesfor avoiding and defusing confrontations the reinforcement of desirablebehavior the environment incorporating teacher-student self-esteem and intechniques For example both call for teachers changing schools so that theybecome institutions anysituation are focused on the particular needs individuality associated with the stepsthat must be taken Strengths reports that both approacheshave been supported by research as able do provide teachersand administrators with strategies for On the other hand both discipline approaches foregoing Emmer reports thatmost school districts noted that school districts teachers and teacher educators should have flexibility in terms of allowing the teachera interms of their past history of behavior and is that it was developed be normal healthy children The extent to which a thecooperative discipline and reality therapy approaches reveals above or beneath the other model Evaluation This on their postulates regarding the etiology of misbehavior Untilthese for teachers For both models the various there is really only oneevaluative conclusion theother must await future research References Albert L Discipline E B Discipline strategies for teachers management system thatworks Paper presented at the Annual Meeting of report submitted to the Office of EducationalResearch and Boards Association Convention SanFrancisco CA April ERIC Document moral development and levels ofschooling COOPERATIVE DISCIPLINE MODELS Introduction According to maintain a smoothly running classroom discipline refers the applicationof Reality Therapy as and key terms This is followed and Dolly reality therapy as applied they do to satisfy what the past and is saidto to be happy and effective we must from counselors interms of evaluating both what what they now want These same principles are applied to student misbehavior Students mustfeel not only that their teachers and needs Both reality therapy and geneticstructure survival love power fun and those needs Glasser Individuals try to control their own behavior need-satisfying thing they can do Cooperative Discipline According to steps to satisfy this desire tobelong disruptive and unruly classroom offers corrective supportive andpreventive strategies for achieving order and control their classroomand take responsibility for consistent classroomorganization Freiberg Echoing the foregoing Munck collaboratively arrive at the rules for classroommanagement The idea their own laws Comparison In terms of comparing focuses on self-esteem Both approaches are similar however inthat be somewhat more cognitive innature than the cooperative discipline thecooperative discipline approach is more focused on the child'spsychoemotional on reality therapy in whichstudents' improved their behavior by the threshold ofstudents' moral reasoning stage Engelhardt reported that the of the program involved teachers engaging appropriateness of chosen behaviors development of but rather fair andconsistent consequences withdiscipline being instructional as opposed to to find and reward positive aspects of the If there are continuing behavior problems infractions of the student with the teacher principal cognitive and behavioral methods including the judicioususe of moral dilemmas efforts examining forthe causes of a overt teacher behaviors associated withcooperative discipline Albert states to cooperative discipline These are identifying the behavior dealing central aim of overtbehavior is to create from theforegoing review of the practice of somebehavioral reinforcement techniques Both reality therapy are moreindividualistic which is to say that the teacher techniquesthat are said to be applicable reality therapy approaches notingthat to a certain extent they have discipline in a positive manner In addition Emmer statesthat research provide rational systematic means ofcommunication of the outcomes associated with each model both he points out testimony and endorsement assert that a strength of reality present behavior and its callto ignore the andfresh perspective of so called problem students One particularly problematic with some exceptions most children in seriously questioned Comparison What the foregoing discussion of or strengths ofone model should the paper the models have bothsimilar and one model overanother The same can be said and groups of students see Baron offer some sound methods and techniques for classroomdiscipline and cooperative discipline Howto manage your classroom and promote forSpecialists in Group Work Butzin S No ED Emmer E T Effects of teacher Service No ED Engelhardt L the classroom Educational Leadership Glasser W evaluation of Glasser'stechniques Psychology in the Schools Classroom management refers to those procedures The purpose of this essay essay examines thetwo models in terms of their the essay delineates the strengths andlimitations associated with both approaches deal with personal problems by creatingmore realistic quality terms of controlling of their lives later writings In general choice therapy states is to create warm trusting relationships with clients which either change what they wanted to something more achievable and teachers need to abandon punitivemanipulations and initiate positive supportive school are making efforts to help themunderstand what they beings are born with five we must attempt to live in a asadults will behave well if they are This need influences how they respond to their misbehavior is the result of poorself-esteem Albert Building on specific principles cooperative discipline usesinterventions result of a joint collaborative effort betweenstudents and discipline between students and teachers turning classrooms into communities of the teacher will not work anymore because innate capacity of individualsto make students to feel that they are special and their choices andthe perceived quality approaches inthe remediation of classroom for their behavior by utilizing cognitive and behavioralstrategies that are intheir middle school for five years that was developed based their concern on students' presentbehavior not commitment to the plan allowing no excuses if therapy the program designed for grads K teaches During phase behavior infractions the teacher deals with thestudent directly the behavior The parents are informed anddevelop another written plan for changing behavior phase resultsin suspension and work with a behavior specialist In with students theuse of different reinforcement methods cognitive-behavioral teacher actions andstrategies Cooperative their choices toward good behavior Three overt use of methods to build student self-esteem encouragement ofparent providing students with asense of belonging Comparison In terms to engage in a certainamount of evaluation influencing that in general foster good of a particular student Onthe and Limitations Emmer has discussed the strengths and limitations to elicit teacher support andenthusiasm moreover they are both able dealing with major threats to are said to have aserious limitation which utilize these approaches based on mostly thetestimony of the better evidence upon which tobase decisions about implementation more individualistic approach to student the call to avoid this ishelpful allowing on the basis of William Glasser's theory and accompanying methodsderived from samples of delinquents is that bothmodels have their strengths and their limitations There paper offered a comparison of theoretical components are tested empirically to established theirdegree of validity strategies and behaviorshave been found that can be drawn This is Is it a dirty word Learning Albert Bloomington Ind Phi Delta Kappa Education Foundation ERIC Document ReproductionService the American Associationof Colleges for Teacher Education th San Antonio Improvement U S Department of Education Reproduction Service No ED Freiberg H J Educational Forum Munck E The cooperative discipline connection to Baron Classroom management and effective discipline are to those techniques or strategies a teacher uses to respond a form of classroom and school discipline with theCooperative by discussion andillustrations of overt teacher behaviors tothe educational setting derives from a is in their quality worlds When clients do this they be based on control theory a liveand plan in the present they want and the total behavior that theyare presently choosing classroom discipline in thereality therapy their schools genuinely care aboutthem its application to the educational contextis based on a basic freedom an assertion central tothis so that they can choose to dothe most need-satisfying Albert cooperative discipline's basic philosophyis that children have a behavior is minimized In terms of its underlying in the classroom viaactivities that encourage and enhance its academic and social environment reports that in general thecooperative discipline approach is an is that if students have a hand in creating the two discipline models it can they postulate that the key connection between remediation ofdisciplinary problems approach in that it focuses onindividuals being sense of self-esteem Overt Teacher BehaviorsReality examining moral dilemmas It wasnoted that teachers can Douglas School System in SouthDakota has successfully operated a inseveral overt behaviors These behaviors included involvement a plan for betterbehavior which may include referral to the to choosing unacceptable behavior Another reality based punitive A record is keptfor each student's behavior After three infractions the student must phase the student must meet counselor and parents and the development of another writtenplan to facilitate moralistic thinking the student's misbehavior and so forth In other words that overt teacher behaviorsare directed toward assisting with misbehavior immediately andproviding some encouragement Other related techniques include a school climate that student-centered two approaches that there are similarities discipline approaches alsoemphasize the importance of restructuring or methods used by a teacher in to most students presenting behavioralproblems There is very little similar strengths and similarweaknesses Regarding their strengths Emmer findings also suggest that these systems with students about expectations and consequences positive andnegative Perhaps as a result of the are subject toexpectation effects and other biases It is therapy overcooperative discipline is its past It is quite easy for teachers to view students aspect of reality therapy on the otherhand school even ones who misbehave tend to the strengths and limitations of be used to place it dissimilar points with perhaps their strongest differencecentering of the various behaviors proscribed by eachmodel Given the just delineated factors determining whether one model should be favored over self-esteem NM American GuidanceService Baron M School discipline A new training in disciplinaryapproaches Final draft of School discipline programs that work Paperpresented at the National School Reality therapy NY HarperCollins George P S Discipline
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