Dealing With Discipline

" It is easier to maintain good behavior that to change inappropriate behavior that has become established"

Discipline -
The methods used to prevent behavior problems or to respond to behavior problems so to reduce their occurrence in the future
The most effective discipline plans are applied universally so that no matter where the students go they encounter the same plan. The key to a good discipline plan is school wide consistency. In a school wide discipline plan, all persons in authority are trained in an agreed-on discipline plan, support the plan, and continuously work together to refine it.

Expectations -
The first requirement for providing an effcetive approach to discipline is to communicate clear expectations. Rules should be few in number and they should be viewed as fair in the eyes of the students. The rules should be taught to the students and specific procedures should be thoroughly explained. If possible, allow the students to participate in the development of the classroom rules. This will increase their ownership and awareness.
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Student Behavior -
Behavior learning theories hold that behaviors that are not reinforced or are punished will diminish in frequency. If a behavior persists over time, whether it is positive or negative, it is being maintained by some reinforce. The most common reinforcement for student misbehavior is attention. This attention can come from the teacher, peers, or both

Consequences -
Events that follow an action. Consequences can be positive or negative. Rewards for abiding by classroom rules are an example of positive consequences. Penalties the result from breaking rules are an example of negative consequences. Negative consequences are a method of last resort when dealing with discipline. Several behavior management strategies are available to effectively deal with minor behavior problems in the classroom. Some of these strategies are: Prevention, Nonverbal cues, Praise, Verbal Reminders.
When consequences are applied the teachers request should be mildly unpleasant, short in duration, and be applied as soon as possible after the behavior occurs (Slavin 2009). Behavioral learning theories favor the use of reinforces for appropriate behavior rather than punishments for inappropriate behavior. Punishment will typically lead to resentment. Punishment is a necessary consequence for misbehavior in a school environment. The punishment should trigger an undesirable stimulus that the students will try to avoid. The majority of school discipline policies provide a progressive punishment schedule. Punishment for lesser offenses may be verbal warnings, loss of privileges, and detention. More serious offenses may result in suspensions and expulsions.

Consistency-

Typically schools have an arrangement of a school wide discipline policies as well as teacher initiated rules that pertain only to their classrooms If discipline is not applied in a consistent manner, students may get mixed messages and become confused. They are unsure which rules apply and as a result they often unintentionally break rules. Routines provide smooth, uninterrupted class operation. Carefully teaching the students expected routines can lead to more classroom efficiency as the year progresses.When students know exactly what is expected in varying situations more time can be spent teaching rather than disciplining.

Behavior Modification -

Behavior Modification is a systematic application of antecedents and consequences to change behavior(Alberto & Troutman, 1999;Walker & Shea, 1999). Foundational research and studies into behavior modification were initiated by Pavlov in the early part of the twentieth century. This therapy was adapted by John Watson in 1920 and eventually translated into behavior therapy by researchers and clinicians such as B.F. Skinner and Hans Eysenck in the 1950s. These approaches were later incorporated with cognitive behavior therapy as developed by researchers such as Donald Meichenbaum.
Behavior Modification is know it today as the use of rewards or punishments to reduce or eliminate problematic behavior, and can teach new responses to an individual in response to environmental stimuli. It is also defined as a, “therapy that seeks to extinguish or inhibit abnormal or maladaptive behavior by reinforcing desired behavior and extinguishing undesired behavior.”
The use of behavior modification in a school setting is to change and adjust behavior that is inappropriate or undesirable in some way. When embarking on a program of behavior modification with a teen or child, it is important is that the undesirable behavior be isolated and observed. With this observation comes awareness of the behavior on the part of the parent and/or teacher, and also on the part of the individual whose behavior is being modified. In addition to this awareness also comes the greater goal of understanding the cause and effect of the behaviors, thus helping to affect change
(http://www.nationalyouth.com/behaviormodification.html)

Assertive Discipline -

Assertive discipline is a structured, systematic approach designed to facilitate a teacher-in-charge classroom environment. Lee and Marlene Canter developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior. , Assertive discipline has evolved since the mid 70's from a rather authoritarian approach to one that is now more democratic and cooperative. No student should prevent a teacher from teaching, or keep another student from learning. Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively. Assertive teachers react confidently and quickly in situations that require the management of student behavior. They are supported by a few clearly stated classroom rules that have been explained, practiced, and enforced consistently. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences.
(http://www.behavioradvisor.com/AssertiveDiscipline.html)

Social discipline-

Rudolf Dreikurs was a social psychologist who believed the main motivator to human beings is the need to belong and be accepted by others. A large quantity of his writings was influenced by social psychologist Alfred Adler. Dreikurs theorized behavior is a result of individual’s purposes. Our behavior is the result of our own predisposed view of the world. Dreikurs suggested that a behavior is a result of individual’s purposes. We react to forces that confront us from the outside world and the result is our behavior. When situations are open to personal interpretation, most people will make unavoidable mistakes in perception. When we choose how to behave, we almost never have all the facts we need to make reasonable decisions. We make assumptions and believe that these assumptions are true. Students have a need to belong and be accepted. When a student is unsuccessful in gaining acceptance, misbehavior will likely begin. Misbehavior is the result of a child’s inaccurate assumption about how to achieve status with his or her classmates. According to Dreikurs, encouragement is more important than any other part of raising a child. The reason for this is a misbehaving child is a discouraged child. By offering a student encouragement, the focus is on effort not only achievement. Students will receive positive feedback for trying hard, even if they are not completely successful. Encouragement motivates them to continue trying.

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