Models associated with subject matter/discipline

1. Models Associated
with
Subject Matter/Discipline
Here starts
the lesson!
Prepared by:
Catherine A. Matias
BSED-III Social Science

2. Models of Discipline
 The word discipline often brings thoughts of punishment and
scolding.
 The term discipline means to educate, especially in matters of
conduct.
 Discipline help you to develop plan for your class; to be familiar
with how to diagnose problems; and to know how to change the
plan to fit appropriate situations.
There are many models that address discipline techniques and
implementations for teachers.

3. The Kounin Model:
Behaviorist- Stimulus
Response Model
 Kounin's discipline model focuses
mainly on the behavior of the
educator and what the educator
should do to achieve desirable
behaviors in his or her learner.
 Kounin recommends two
techniques that can be used to
address learner misbehavior. He
terms these “withitness” and
“overlapping”.
 He describes "withitness" as the
educator’s attribute of having
eyes at the back of his or her
heads.

4. The Neo-Skinnerian Model:
Behavior Modification
Model
 Skinner focused his approach
on reinforcement.
 Positive reinforcement is the
process of supplying a reward
that the learners favor.
 Negative reinforcement
removes something that the
learner is fond of.
 In his model, Skinner assumes
that behavior is learned and
that reinforcements serve as
motivators for achieving good
behavior.

5. The Glasser Model:
Theories of Educational
Transformation
 Glasser’s model focuses on students
acknowledging their behaviors as
responsible or irresponsible.
 Glasser asserts that such behavior
will help the student make logical and
productive decisions in the classroom.
There are 4 steps within Glasser’s
Discipline Method.

6. The Glasser Model:
Theories of Educational
Transformation
4 steps within Glasser’s Discipline Method
 Looking: Here the teachers
responsibility is to observe the student
and the situation.
 Questions: In this step the teachers
responsibility is to ask the student who
is misbehaving various questions that
allow the student to reflect on his or her
behavior.
 Commanding/Reinforcing: This is
where the teacher can confront the
behavior and put an end to it.
 Acting and Isolation: If the previous
steps do not change the exhibiting
behavior, here the teacher is to isolate
the student from classroom activities.

7. The Dreikur’s’ Model:
Mistaken Goal Model
 Dreikur’s sees the prime goal for
misbehavior as an underlying motivator
of student behavior.
 Dreikur’s believes that student behavior
is goal directed.
 He believes that the key to correcting
behavioral problems lies in exploring with
the leaner the goals prompting the
learners conduct.
 He asserts that a child should be held
responsible for his or her action that is
the result of a goal directed decision
taken by the child.

8. The Canter Model:
Assertive Behavioral
Model
 Canter and Canter developed an
approach which is known as “assertive
discipline”.
 This model notes that teachers should
not ask rhetorical questions about
misbehavior and should develop a
system for rewarding good behavior.
 Assertive discipline is based on the
idea that the educator’s attitude
influences his or her behavior which in
turn influences the students behavior.
The Canters distinguish three types of
educators:

9. The Canter Model:
Assertive Behavioral
Model  Non-assertive- Non assertive
educators are those who allow
themselves to be manipulated by
learners
 Hostile- Hostile educators impose
control and the assertive educator
believe in their abilities and use such
skills to foster learning.
 Assertive- Assertive educators do
not express an intention to hurt, but
want to help.
The Canters distinguish three types of
educators:

10. LECTURE

11. Provides a steady
amount of information
Students

12. Lecture
 Lecture is a pedagogical method whereby
the teacher formally delivers a carefully
planned expository address on some
particular topic or problem
 A lecture is an oral presentation intended to
present information or teaches people about
a particular subject

13. Purpose of Lecture
 To provide structural knowledge: Providing structural knowledge
by integrating knowledge from different fields or sources. It is difficult
for the students to locate all sources of knowledge. Through lecture it
is easy for the teacher to provide relevant knowledge by selecting and
organizing the content in a learner centered way.
 To motivate and guide in hunting knowledge: As teacher cannot
satisfy the knowledge requirement of students, he has to explain the
various sources of knowledge. This purpose underlines the
importance of giving references to students after completing a
particular topic. Teachers have to give main reference as well as
general reference.

14. Purpose of Lecture
 To arouse students interest in a subject: By following lecture
method, teacher can orient the students to a subject by explaining the
need for studying it, ways of learning and mode of writing university
examinations etc. once they understand the need and ways of learning
a particular subject, they will motivated naturally.
 To clarify difficult concepts: Lecture is highly suitable for clarifying
the concepts. Teacher should use enough examples and illustration to
clarify the concepts by citing examples from the day to day life of
nurses or other health care professionals.

15. Discussion-
Questioning

16. Discussion-Questioning
 A discussion question that is truly great is challenging and
inspires students to think critically and respond with well thought
out answers. These questions are a framework for creating
prompts that encourage inquiry, challenge students to think
bigger and connect the classroom to real world ideas and events.
 They are instructional strategies that should be in every lesson.
 It is a component that most teachers do not spend much time
perfecting.

17. Thought-provoking questions =
better discussions
Factor 1
35%
Factor 2
 Moral/ethical dilemmas - Provide students with a problem or
situation, and ask them to explore one or more of the moral and
ethical concerns.
 Assess → Diagnose → Act
Assessment: What is the issue or problem at hand?
Diagnosis: What is the root cause of this issue or problem?
Action: How can we solve the issue?
 Compare and Contrast – Ask your students to make connections
and identify differences between ideas that can be found in class
texts, articles, images, videos and more etc.

18. Thought-provoking questions =
better discussions
 Interpretive → Evaluative - Begin with questions about the intentions
or goals of the author, creator, character etc. Then ask students to
evaluate the veracity of these intentions, and finally the effectiveness of
the methods used
 Conceptual Changes- Introduce students to a new concept or idea,
then ask them to search online to find a common misconception about
this topic and explain it in their response.
 Personal Exploration - Let students explore a new idea on their own
terms. Exploring what it means to them as individuals. This creative
freedom helps them find their authentic voice.

19. Viewing-
Listening

20. Viewing-Listening
 Communication means interaction and therefore both
production and comprehension.
 Oral comprehension (listening and viewing) is very
important for effective communication and often regarded
as a very challenging skill. Listening (and viewing) is a key
step in communication and this activity aims to help you
reflect on your listening and viewing comprehension skills in
order to find some strategies that can enhance your ability
to communicate effectively.

21. Five essential Viewing-
Listening skills
 Predicting content- Predicting is an important reading strategy. It allows
students to use information from the text, such as titles, headings, pictures
and diagrams to anticipate what will happen in the story (Bailey, 2015).
 Listening for Gist - is when the learner tries to understand what is
happening even if he or she can't understand every phrase or sentence. The
learner is trying to pick up key words, intonation, and other clues so as to
make a guess at the meaning.
 Detecting Signposts - Just like the traffic lights on roads, there are
signposts in language that help us follow what we're listening to. These
words, which link ideas, help us to understand what the speaker is talking
about and where they are taking us.

22. Five essential Viewing-
Listening skills
 Listening for details - Students listen for groups of words and
phrases at sentence level. Listening for specific information –
Students listen for particular information at word level.
 Inferring meaning - When you infer, you listen closely to
someone and guess at things they mean but haven't actually said.

23. Inquiry Method

24. Inquiry Method
 Inquiry education (sometimes known as the inquiry
method) is a student-centered method of education
focused on asking questions
 Actively participate in inquiry learning in order to find
solution and able to develop questions.
 Focuses on students investigation and learning.

25. 4 Steps of Inquiry-Based
Learning
 Students develop questions that they are hungry to
answer- Have them develop a problem statement that
requires them to pitch their question using a constructed
response, further inquiry, and citation.
 Research the topic using time in class - It’s crucial to have
some of this be classwork so students have access to the
head researcher in the room—you.

26. 4 Steps of Inquiry-Based
Learning
 Have students present what they’ve learned - Students
should create and present a culminating artifact. When I have
my students present what they’ve learned, I use a rubric with
“Able to Teach” as the acme of what to reach for.
 Ask students to reflect on what worked about the process
and what didn’t - Reflection is key. And it isn’t just about
asking them to think back on their opinion of the topic. It’s
about reflecting on the process itself.