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 positiveclassroom climate?
Discipline in the classroom is the basis of a good lesson and the nervous health of the teacher and students.
Alas, very often it cannot be maintained during classes. Students make noise, play phones, swear obscenities, refuse tocomplete tasks, eat chips and what they just don't do.
Teachers in response shout (do wrong), threaten and insult (do wrong), read notations (take a useless action), stop fullyteaching a lesson, turn on the TV or write a task on the board (give up).
The number of different ways to solve a problem can be thoroughly considered such as creating a Classroom Community,usage of Classroom Expectations and Routines, maintaining an Environment Engaged Students through variety of means,Addressing Challenging Behavior, Teaching the Love and Logic Way and others. However, the best knowledge could beforgotten in the middle of the crucial situation.
One of the main things for a teacher who has faced problems with discipline should be Karen Pryor's book "Don't Shoot aDog! (On animal and human training). "
People and animals always do things that from our point of view they would be better off not doing. Children arrange a scuffleand scream in the car. The dog barks all night. Cats pull furniture with their claws. Your roommate throws dirty stuffeverywhere. From any of the relatives you hear constant quibbles demanding phone calls. All these are undesirable behaviors.
There are eight ways to get rid of unwanted behavior. Eight in total. And it doesn't matter if that behavior is entrenched, as inthe case of a scruffy roommate, or sudden, as in the case of children rampaging in a car. Everything you can do on theseoccasions will be a variation on the theme of one of the eight methods.
Here are these eight methods.
Method 1. "Kill the Beast." It will certainly work. You will never have to deal with this behavior in this subject again. [Forexample, abandon the bad class, change school/college/institute/work in general ]
Method 2. Punishment. (Preferred by all, though it almost never does real good.)
Method 3. Negative reinforcements. [For example, it is dissatisfied and furious to look at the student at the moment when heanswered the phone right during the class ]
Method 4. Extinction: Behavior is given the opportunity to disappear on its own.
Method 2. Punishment. (Preferred by all, though it almost never does real good.)
Method 3. Negative reinforcements. [For example, it is dissatisfied and furious to look at the student at the moment when heanswered the phone right during the class]
Method 4. Extinction: Behavior is given the opportunity to disappear on its own.
Method 5. Development of incompatible behavior. (This method is of particular importance to athletes and pet owners.)
Method 6. Ensure that this behavior is performed on signal. (In the future, you will stop giving this signal. This is the mostsophisticated method used by dolphin trainers to get rid of unwanted behavior.)
Method 7. "Formation of absence": anything is reinforced except unwanted behavior. (A polite way of pretexting unpleasantrelatives in pleasant ones.)
Method 8. Change of motivation. (This is the main and best way.) "
Karen calls the first four methods "evil wizards" because they are based on negative reinforcement of behavior. And the otherfour are "good wizards," they are based on positive reinforcement. Four good methods are the most effective and healthy forthe psyche.
The proposed measures are considered using examples.
SAMPLES OF METHOD 1: "SHOOT THE ANIMAL"
Method 1 solves the problem in a way but may or may not be the method of choice in any given situation.
BEHAVIOR
1 Roommate leaves dirty laundry all over the place.
2 Dog in yard barks all night.
3 Kids too noisy in the car.
APPROACH
1 Change roommates.
2 Shoot the animal. Sell it.
3 Make them walk home. Make them take the bus. Get someone else to drive the car pool.
SAMPLES OF METHOD 2: PUNISHMENT These are seldom effective and lose effect with repetition but are widely used.
BEHAVIOR
1 Roommate leaves dirty laundry all over the place.
2 Dog in yard barks all night.
3 Kids too noisy in the car.
APPROACH
1 Yell and scold. Threaten to confiscate and throw away the clothes, or do so.
2 Go out and hit him or spray him with the hose when he barks.
3 Yell at them. Threaten. Turn around and smack them.
SAMPLES OF METHOD 3: NEGATIVE REINFORCEMENT
Negative reinforcement may be effective and the method of choice in some situations. The car device described here worksvery well, especially if the children are too tired and cross to be amenable to alternatives such as playing games and singingsongs (Method 5).
BEHAVIOR
1 Roommate leaves dirty laundry all over the place.
2 Dog in yard barks all night.
3 Kids too noisy in the car.
APPROACH
1 Disconnect the TV or withhold dinner until the laundry is picked up. (Cease negative reinforcer when compliance is obtained;reinforce even halfhearted efforts at first.)
2 Dog in yard barks all night. Shine a strong light on doghouse when dog barks. Turn the light off when the dog stops barking.
3 Kids too noisy in the car. When the decibel level meets the pain threshold, pull over and stop the car. Read a book. Ignore arguing about stopping; that's noise, too. Drive on when silence reigns.
SAMPLES OF METHOD 4: EXTINCTION
Method 4 is not useful for getting rid of well-learned, self-rewarding behavior patterns. It is good, however, for whining,sulking, or teasing. Even small children can learn—and are gratified to discover— that they can stop older children fromteasing them merely by not reacting in any way, good or bad.
BEHAVIOR
1 Roommate leaves dirty laundry all over the place.
2 Dog in yard barks all night.
3 Kids too noisy in the car.
APPROACH
1 Wait for him or her to grow up.
2 This behavior is self-reinforcing and seldom extinguishes spontaneously.
3 A certain amount of noise is natural and harmless; let it be, they'll get tired of it.
The “evil wizards” have been mentioned so it is time to speak about good ones.
Could you be so kind to give examples?
References
Addressing Challenging Behavior
file:///C:/Users/%D0%95%D0%BA%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%BD%D0%B0/Desktop/Teacher/UoPeople/E%20Creating%20Positive%20Classroom%20Environments/Unit%202%20Models%20of%20Discipline/NEA_CM1.pdf
Classroom Community
file:///C:/Users/%D0%95%D0%BA%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%BD%D0%B0/Desktop/Teacher/UoPeople/E%20Creating%20Positive%20Classroom%20Environments/Unit%202%20Models%20of%20Discipline/NEA_CM4.pdf
Classroom Expectations and Routines
file:///C:/Users/%D0%95%D0%BA%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%BD%D0%B0/Desktop/Teacher/UoPeople/E%20Creating%20Positive%20Classroom%20Environments/Unit%202%20Models%20of%20Discipline/NEA_CM3.pdf
Environment Engaged Students through variety of means
file:///C:/Users/%D0%95%D0%BA%D0%B0%D1%82%D0%B5%D1%80%D0%B8%D0%BD%D0%B0/Desktop/Teacher/UoPeople/E%20Creating%20Positive%20Classroom%20Environments/Unit%202%20Models%20of%20Discipline/NEA_CM2.pdf
Karen Pryor "Don't Shoot a Dog! (On animal and human training). "
pp 45 - 65
http://clawbiespups.yolasite.com/resources/Don't%20shoot%20the%20dog.pdf
Teaching the Love and Logic Way