Spencer Kagan/Win-Win Discipline
Spencer Kagan categorized misbehavior into 4 sections, the ABCD of disruptive
behavior (What Is Kagan? (2015):
1. Aggression
2. Breaking rules
3. Confrontation (power struggles)
4. Disengagement
Notice the same disruptive behavior (refusing to do an assignment) can spring from very different student positions. Thus a discipline program that responds only to the disruptive behavior and not the underlying student position will have a hit-and-miss success rate. For consistent success, a discipline program must identify and respond to the position of disruptive students.
This is why Win-Win Discipline emphasizes identification of student positions. Win-Win Discipline provides differentiated strategies to respond to different student positions.
The 5 P’s of Win-Win Discipline Knowing and appropriately responding to the position of a student is a critical component of Win-Win Discipline. But the program itself goes far beyond effective responses in the moment of disruption. Central to the program are preventive procedures and Win-Win programs that make discipline problems far less likely. Most of the important components of the Win-Win discipline are symbolized by 5 P’s, as follows(Kagan Online Magazine, Winter 2002):
1. Pillars (Philosophy)
2. Procedures (Ounces of prevention)
3. Positions (Places students are)
4. Process (Strategies for the moment of disruption and follow-ups)
5. Programs (Pounds of Prevention)
Frederic Jones/Positive Discipline
The objective of Tools for Teaching for the past 40 years has been to develop specific classroom management procedures that prevent both discipline and instruction problems. To create student engagement, the teacher must succeed in managing both discipline and instruction.
Dr. Fred Jones received his Ph.D. in clinical psychology from UCLA, specializing in work with schools and families. While serving as the head of the Child Experimental Ward of the Neuropsychiatric Institute at the UCLA Medical Center, he developed methods of helping children with severe emotional disorders. He also began pioneering research into classroom management in both regular and special education classrooms. While on the faculty of the University of Rochester, Dr. Jones continued to develop the non-adversarial management procedures presented in his books Positive Classroom Discipline and Positive Classroom Instruction. Fredric H. Jones Basic Fundamental Principles (“Positive Classroom Discipline”Fredric H. Jones)
• Keeping it positive
• Proximity
• Seating arrangement
• Communication with parents
• Engage students
Fundamental Principles
• Get to know your students
• Classroom chores
• Gain control of your classroom from day one
• Teachers need more training
According to the information written above it is possible to make a table to compare the two models of middle and high discipline.
The Spencer Kagan’s model seems to be more comfortable to choose as the main model of teaching and organazing the classroom cooperation.
As a response to a perceived lack of discipline in public schools, the aggressive discipline method was created. Discipline is the responsibility of students, instructors, and parents.
Though today's pupils are more difficult to control than in the past, assertive discipline assumes that all students, with the exception of those with organic issues, can act appropriately, even if they choose not to (Assertive Discipline Procedure teacher Techniques (2016).
Teachers, according to Canter, anticipate and accept much too much disobedience from pupils, particularly those with emotional difficulties or from lower socioeconomic backgrounds. They don't know how to cope with these pupils, he argues, since they don't know how to exert themselves. Instead, they're either 'wishy-washy' and easily manipulated by pupils, or vocally or physically violent, and hence loathed and feared by them. Neither of these methods results in a well-managed, happy learning environment. Parents, on the other hand, frequently oppose the classroom instructor and publicly challenge the educational curriculum.
Both instructors and children have needs in the classroom that may be satisfied through the aggressive disciplinary program. Students, regardless of age, require clear boundaries, discipline, and positive reinforcement. They also require teachers who are concerned enough to intervene in their misconduct.Teachers, on the other hand, must avoid being manipulated by kids and should feel free to seek help from parents and principals.
Instructors' needs and desires take precedence over students' needs and wants because teachers must first fulfill their own needs and wants before they can feel comfortable providing a healthy learning environment. The needs of the pupils will be met only when the needs of the instructors are met.
References
Assertive Discipline Procedure teacher Techniques (2016)
https://cognitivebehaviormanagement.com/practice-tools/procedure-teacher-techniques/teacher-technique-01-assertive-discipline
DR. FRED JONES on Classroom Management: Strategies To Take Control Of Noisy
Students (PART 1 of 3)
https://www.youtube.com/watch?v=zfGttNFuaWw
Dr. Spencer Kagan's Thoughts on Cooperative Learning
https://www.teach-nology.com/currenttrends/cooperative_learning/kagan/
Fred Jones: Tools for Teaching
https://www.educationworld.com/a_curr/columnists/jones/jones.shtml
“Positive Classroom Discipline” Fredric H. Jones
https://pdfs.semanticscholar.org/c334/77f09a940c1376b83b37fc24dd2191386f55.pdf
Positive Discipline Model - Fred Jones
https://fredjones.weebly.com/strengthsweaknesses.html
What Is Kagan? (2015)
What is Win-Win Discipline? Dr. Spencer Kagan (Kagan Online Magazine, Winter 2002)
https://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK15.php#:~:text=Win%2DWin%20Discipline%20provides%20differentiated,respond%20to%20different%20student%20positions.&text=In%20a%20nutshell%2C%20the%20three,Shared%20Responsibility%2C%20and%20Learned%20Responsibility.