Models of classroom discipline

1. MODELS OF
CLASSROOM
DISCIPLINE

2. SUMMARY
 In this section, we will be going to look into two
models of classroom discipline, and they are:
 The Kounin’s Model of Discipline.
 The Skinner’s Model of Discipline.

3. THE KOUNIN
MODEL
WITH-IT-NESS, ALERTING AND GROUP
MANAGEMENT.

5. KEY IDEAS
 The ripple effect: when you correct a student’s
behavior, it tends to change the behavior of
others.
 The teacher needs to be with it to know what is
going on everywhere in the room at all times.
 Smooth transitions between activities and
maintaining momentum are key to effective
group management
 Optimal learning takes place when teachers
keep pupils alert and held accountable for
learning

6.  Boredom [satiation] can be avoided by providing variety to
lessons, classroom environment and by pupil’s awareness of
progress.

7. THE RIPPLE EFFECT
 Teacher issues encouragement and at the same
time gives reprimands.
 E.g.
“Good, I see a lot of you are almost done with your
tasks, and I see a few people who may have to stay
after school to finish,”
 Makes students aware of the consequences of
completing/not-completing their tasks.
 Most powerful in childhood/primary levels.

8. WITH-IT-NESS
 Describes teachers’ knowing what was going on
in all areas of the classroom all the time.
 Teachers need to assert this trait verbally, as
students are only convinced that teachers really
know what is going on if they give responses to
classroom goings-on.
 Handling the correct deviant on time is more
important than firmness, or clarity of desist –
students are less likely to misbehave.

9. OVERLAPPING
 Ability to attend to two issues at the same time.
 Teacher must be able to handle one thing
without affecting the other, for example:
Students are playing while the rest are
doing tasks in small groups. Teacher
should have the small group continue
while addressing the deviants from a
distance, instead of stopping the small
group activity, handle the deviants and
reestablishing the small group work.

10. MOVEMENT
MANAGEMENT
 Smooth transition is important.
 Teachers must be able to move smoothly from
one activity to the next and maintain momentum
within every activity – keeps students attention on
task on hand.

11. EFFECTIVENESS OF
KOUNIN’S MODEL
 Very effective in preventive facet of discipline,
maintaining a good learning environment and
preventing misbehavior.
 However, not effective (almost no help) in
corrective facet of discipline, wherein
misbehaviors must be dealt with and redirected
positively.

12. NEO-
SKINNERIAN
MODEL
BEHAVIOR MODIFICATION

13. KEY IDEAS
 Behavior is shaped by its consequences – what
happens to the individual immediately afterward.
 Systematic use of reinforcement (rewards) can
shape pupils’ behaviors in desired manner.
 Behavior weakens if no reinforcement follow-up
and punishment.
 Once learning achieved, best maintained
through intermittent reinforcement.
 Can be easily modified with students of all ages
and backgrounds.

14. TYPES OF REINFORCERS
SOCIAL
 Words, gestures and facial expressions.
GRAPHIC
 Numerals, checks, happy faces and special
symbols.

15. ACTIVITY
 In the form of activities that students prefer in school, e. g.
playing games, decorating classroom, free reading etc.
TANGIBLE
 Real objects that students can earn as rewards for desired
behaviors.

16. EFFECTIVENESS OF NEO-
SKINNERIAN MODEL
 Powerful effect, as systematic attention and
reinforcing becomes natural parts of the teaching
act.
 However, there are concerns over free will of
students – Skinner rejected free will in principle, an
essential human trait.

17. THANK YOU

18. REFERENCES
Kaufman, M., et. al. (1993). Managing classroom
behavior: A reflective case-based approach.
Massachusetts: Allyn and Bacon.
Marzano, R. J., et. al. (2005). A handbook for
classroom management that works. Virginia:
ASCD Alexandria.