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Skinners discipline model

1. Behavior is shaped by its consequences, by what happens to the individual immediately afterward. Systematic use of reinforcement (rewards) can shape students' behavior in desired directions. Behavior becomes weaker if not followed by reinforcement. Behavior is also weakened by punishment. In the early stages of learning, constant reinforcement produces the best result. Once learning has reached the desired level, it is best maintained through intermittent reinforcement, provided only occasionally. Behavior modification is applied in these two main ways: o The teacher observes the student perform an undesired act; the teacher rewards the student; the student tends to repeat the act. The teacher observes the student perform an undesired act; the teacher either ignores the act or punishes the student, then praises a student who is behaving correctly; the misbehaving student becomes less likely than before to repeat the act.

Canters discipline model 1. 2. Assertiveness and insistence are at the focus of Canter's model. Teachers should insist on decent, responsible behavior from their students. Students need this type of behavior, parents want it, the community at large expects it and the educational process is ineffective without it. Teacher failure, for all practical purposes, is synonymous with failure to maintain adequate classroom discipline. The needs, rights and conditions outlined for teachers and students, are best met through the use of assertive discipline. The teacher communicates clearly his/her expectations to students and follows up with appropriate and consistent actions which do not violate the best interests of the students. Assertive discipline involves the use of the following behaviors. To be effective they must be used consistently: Identify expectations clearly. Be willing to say "I like that" or "I don't like that". Be persistent in stating expectations and feelings. Use a firm tone of voice. Maintain eye contact. Use non-verbal gestures in support of verbal statements.

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To become more assertive when using discipline, teachers should do the following: Practice assertive response styles. Set clear limits and consequences. Use follow-up procedures that are consistent Make specific assertive discipline plans and rehearse them mentally.

Dreikurs Model of Discipline 1.Discipline is not punishment. It is teaching students to impose limits on themselves. Democratic teachers provide firm guidance and leadership. They allow students to have a say in establishing rules and consequences. 2. All students want to "belong". They want status and recognition. Most of their behavior is directed by their desire to belong. 3. Misbehavior reflects the mistaken belief that it will lead to the recognition they want. 4. Dreikurs believed that teachers who teach in a mostly democratic fashion are those who most effectively establish discipline. 5. Misbehavior is associated with four mistaken goals: seeking attention , gaining power , taking revenge , and displaying inadequacy. The goal in each case is to elicit certain responses from teachers.Teachers should quickly identify the mistaken goals and act to avoid their reinforcement.Teachers should encourage student's efforts while avoiding praise of either their work or character.Teachers should teach students that unpleasant consequences always follow inappropriate behavior.

6. To achieve successful discipline Dreikurs suggests: Teachers should: 1. Give clear-cut directions for the actions expected of students. Wait until you have the attention of all class members before giving directions. Establish a relationship with each individual based on trust and mutual respect. Use logical consequences instead of traditional punishment. The consequence must bear a direct relationship to the behavior and must be understood by the students. See each behavior in its proper perspective. In this way, you will avoid making serious issues out of trivial incidents. Let students assume greater responsibility for their own behavior and learning. Treat students as your social equals.

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Questions:
1. 2. What is the focus of the discipline model? How does the model can mold the students behavior to become good? What does the model find as the source of the weakness of discipline or behavior? How to produce best result for disciplining the students? 5. 6. What way to maintain the good behavior? What does a teacher needs to do to apply the models?

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